Gr4 FAL - English - B1

ENGLISH First Additional Language – Grade 4 Book 1
AU Anthem
Let us all unite and celebrate together

e d a nd
is
Life can be difficult sometimes, if you
The victories won for our liberation
R ev a l igned
S
C A P
Let us dedicate ourselves to rise together
need someone to talk to To defend our liberty and unity
O Sons and Daughters of Africa

 Flesh of the Sun and Flesh of the Sky
Let us make Africa the Tree of Life
C hil dl ine H otl ine: 08000 5 5 5 5 5
Let us all unite and sing together
 To uphold the bonds that frame our destiny

Let us dedicate ourselves to fight together
L ov eL if e F r ee P l z C a l l M e 083 3 23 1023 For lasting peace and justice on earth
 O Sons and Daughters of Africa
4
Flesh of the Sun and Flesh of the Sky
S A D A G
Grade
S u ic ide C r is is L ine 0800 5 6 7 5 6 7 / 0800 212 223
Let us all unite and toil together
or S M S 3 13 9 3
A SE T To give the best we have to Africa
E AC
PL NT
S u b s ta nc e A b u s e L ine 0800 12 13 14
The cradle of mankind and fount of culture
or S M S 3 23 12
CO Our pride and hope at break of dawn
O Sons and Daughters of Africa

Flesh of the Sun and Flesh of the Sky
ENGLISH
First Additional Language
Book 1
Terms 1-2
Workbooks available in this series:
• Home Language Grades 1-6 (In all official languages)
F I R S T A D D I T I O N A L L A N G U A G E - EN G L I S H • Mathematics Grades 1-3 (In all official languages)

• Mathematics Grades 4-9 (In English and Afrikaans)
G R A D E 4 - T ER M S 1 - 2
• Lifeskills Grades 1-3 (In all official languages)
IS B N 9 7 8- 1- 4 3 15 - 019 8- 4 • First Additional Language Grades 1-3 (Only in English)
Name: Class:
9 th Edition • First Additional Language Grades 4-6 (In English)
ISBN 978-1-4315-0198-4
T H IS B O O K M A Y N O T B ES O L D .
Celebrating 100 years
of courageous leadership
Nelson Rolihlahla Mandela
1918-2013 Oliver Reginald Kaizana Tambo
“be Eoneducating all of our children must
of our most important priorities.
1917-1993
On the 27th of October 1917, Kaizana Tambo was born in
We all know that education, more Nkantolo, Eastern Cape, then known as Pondoland. Raised with
a solid foundation of hard work and respect for culture, and
than anything else, improves our groomed in a village filled with strong morals and values, the
chances of building better lives.
”
15 May 2008 | Message for Schools for Africa campaign
“Son of Nkantolo” grew up to be loved and respected by South
Africa, and the world.
On his first day at school,
Johannesburg | South Africa
Kaizana’s teacher asked him
Mrs Angie Motshekga, Mr Enver Surty, to come to school with an
English name. His parents
Minister of Basic Education Deputy Minister of Basic Education chose Oliver. This, and a
host of experiences with
some of his teacher’s strict
This workbook for English First Additional Language (FAL) is the newest addition to the nature, made him hate
Department of Basic Education’s Rainbow Workbook Series. school. A meeting with a
The English First Additional Language books are an important enhancement of the series smart, young man, who was
and support the Department’s approach to additive bilingualism. a member of the debating
society in a different school,
Many children start using their additional language, English, as the Language of Learning changed his attitude
and Teaching (LoLT) in Grade 4. The switch from learning in their home language towards education and gave
to learning in a second language means that children have to reach a high level of him a love for discussion
and debate. He later went to
competence in English by the end of Grade 3 so that they are able to read and write Holy Cross Mission near
well in English in Grade 4. The Rainbow Workbooks, in the eleven official languages from Flagstaff, where he became
Grade 1 to Grade 6, help develop a strong literacy foundation upon which children can one of their star students.
build in acquiring an additional language. Photo: NMF/Matthew Willman He moved on to St Peter’s
The new FAL workbooks start by constructing a sturdy oral foundation in Grade 1 to College, in Johannesburg, where he matriculated with top
marks. Swelling with pride, the Eastern Cape Assembly of
enable learners to read and write in English in Grades 2 and 3, and thereafter. Nelson Mandela was born on 18 July 1918 in the
Traditional Leaders gave Oliver Tambo a bursary to study at
Eastern Cape in a village called Mvezo. He started
However, the school curriculum makes particular language demands, requiring learners to school when he was 7 years old. And it was his Fort Hare University, where he graduated with a Bachelor of
Science degree in Maths and Science. The following year, while
use a special style of language for learning purposes – for reading school texts, writing school teacher who gave him the name Nelson.
studying towards his post-graduate qualification in
academic texts, listening to teachers and taking notes, doing group work, using charts and When he finished school he went to university but
this was interrupted when he took part in school Education, he was expelled from the University for
graphs, writing exams, and so on. We have attempted therefore to develop the learners’ protests. After that he came to Johannesburg where participating in a student strike. St. Peter’s College offered him
understanding and use of academic language (their Cognitive Academic Language he worked in first a mine and then in a law firm. a job as a Maths and Science teacher. It is while teaching in
Proficiency) so they are able to use the specialised language they will need when they use He also went to law school but had to drop out Johannesburg that he became a very active member of the
African National Congress.
English to learn their other subjects. because he couldn’t afford to pay for the university
fees. In 1944 he helped form the African National Oliver Tambo was a founding member and Secretary of the
We have built in many methods and techniques to help learners acquire the skills they Congress Youth League (ANCYL) with various other ANC Youth League in 1944; the general secretary of the ANC
need in the foundation and intermediate phases. We hope that teachers will use these as a people like Walter Sisulu and Anton Lambede and from 1952; the mandated leader of the ANC’s Mission in Exile
springboard for innovation in their teaching of English. We hope also that the children will joined the ANC to fight against apartheid. He was 1960; the President of the ANC from 1977 until 1990; then
jailed many times for his activities fighting for a
have as much joy in working through these workbooks as we had in preparing them. better South Africa and in 1962 he was arrested and
National Chairperson until 1993.
Oliver Tambo was a thoughtful, wise and warm-hearted

We wish you well as you proceed to develop the language skills of your learners so that sentenced to 5 years in prison for leaving the country
leader. His simplicity, nurturing style, and genuine respect for
illegally and getting workers to go on strike. In 1964
they learn English well enough to use it to learn their other subjects. all people, seemed to bring out the best in them. His life was
he was sentenced to life imprisonment in the Rivonia
trial for his role in the ANC’s armed struggle. He spent remarkable for the profound influence he had on the ANC
over 27 years in jail. Because education was important during the difficult years of struggle, sadness and uncertainty.
to him he continued studying while in prison and in During his almost fifty years of political activity in the ANC,
1989 he received his law degree from the University Comrade O.R., as he affectionately came to be known, played
of South Africa (UNISA). On February 11 1990 he was a significant role in every key moment in the history of the
Movement, until his death in 1993. Like Moses, he had led his
P u b l is hed b y the D ep a r tm ent of B a s ic Edu c a tion
222 S tr u b en S tr eet
IS B N 9 7 8- 1- 4 3 15 - 019 8- 4 release from prison, and on 10 May 1994 he became
people to the Promised Land, but was never able to enjoy the
South Africa’s first black President.
P r etor ia T his b ook m a y not b e s ol d. fruits of his toil.
S ou th A f r ic a
T he D ep a r tm ent of B a s ic Edu c a tion ha s m a de ev er y ef f or t to tr a c e c op y r ight hol der s b u t if a ny
© D ep a r tm ent of B a s ic Edu c a tion ha v e b een ina dv er tentl y ov er l ook ed, the D ep a r tm ent w il l b e p l ea s ed to m a k e the nec es s a r y
N inth edition 2019 arrangements at the first opportunity.
N E W
O
R
D
S
Grade 4
First Additional Language
ENGLISH
Term 1 & 2
This book belongs to:

1
N E W
O
o
R
g s w e d
Th e t h i n
D
S
Theme 1: The things we do Term 1: weeks 1 – 4

Answers comprehension questions
6 After the fire 12
Weeks 1 – 2 based on the article. Focuses on
the heroine in the article.
Reading a story Writes a role play based on the story. Vocabulary: word families.
Plans to write the story using a mind Speaking: interviews friends to find
map. out who their heroes or heroines
1 Mandu’s running shoes 2 Uses the mind map to guide an oral are. Completes a table based on
retelling of the story. their answers.
Prereading and prediction. Follows the writing process and Writes a paragraph describing a hero
Reads a story. retells the story in the past tense. or heroine.
Punctuation: sentence endings.
Completes a comprehension based 11 Writing a newspaper
on the story. Vocabulary: sound families (lt, ight, article 22
Vocabulary exercise based on the story. th, wh).
Writes a congratulatory card for the Uses a mind map to plan a newspaper
main character in the story. article.
2 Mandu’s Story 4 Follows the writing process.
7 Let’s race 14 Writes the article in the template
Discusses Mandu’s Story. provided.
Identifies conventions on a book cover. Past tense irregular verb race.
Identifies the main character. Writes a paragraph in the past tense. 12 Getting it right 24
Summarises the story. Completes sentences using the past
tense of the verb. Introduction to the soft- and hard-C.
Writes words in personal dictionary. Classifies C-words into hard and soft
Introduction to synonyms.
Writes a diary entry that retells the story. sounds.
8 Getting it right 16 Uses C-words to form sentences.
3 My story 6 Abbreviations and acronyms.
Revises countable and uncountable Identifies and uses verbs.
nouns.
Brainstorms for ideas to write a story.
Completes a cloze exercise to revise 13 Finding your way 26
Writes ideas in a story planner. the past tense.
Writes then edits a first draft of a story. Matches synonyms. Uses a simple map to give directions.
Writes final draft of the story. Uses determiners such as first,
second, third, lastly.
4 Countable and uncountable Weeks 3 - 5
nouns 8 Gives directions and identifies places
Reading information text on a simple map.
Introduction to countable and
uncountable nouns. 14 It's happening right now 28
Sorts nouns into countable and 9 Girl rescues her brother 18
uncountable categories. Introduction to the present
Asks questions starting with “how Reads a newspaper article focusing progressive tense.
many” and “how much”. on headline, by-line, introductory Selects verbs to complete sentences
Rewrites sentences in the past tense paragraph. in the present progressive tense.
starting with “yesterday”. Answers comprehension questions Matches antonyms.
Punctuation: full stop and capital based on the article. Joins sentences using the conjunctions
letters. Reviews the article to identify – because, so that and but.
adjectives and the nouns they
5 Why Mapula did not describe. 15 Play the Tense Game 30
come to school 10 Writes appropriate adjectives for pictures.
Prereads and predicts a story based Uses adjectives to form sentences. Plays a tense board game to practise
on title and illustrations. the present progressive tense.
Reads a short story and completes a 10 Best friends to the rescue 20
comprehension. 16 Let's write a story 32
Sequences the events in the story. Reads a newspaper article focusing
on headline, by-line, introductory Uses a mind map to plan a story.
Writes the sequence using paragraph, title of the newspaper,
determiners (first, second,
lastly).
captions for illustrations. Writes the story in a tear-out story
template. 1
Term 1 – Weeks 1 – 2 DD AA TT EE
ancnki t
n o
g s c
h o
h e
o o
s l
1
M
Wealnc d
o u
m'serbu
Before you read

Look at the pictures and headings
and try to predict what the text will be
about. Skim the page to see what you
will read about.
Look at the pictures and tell your friend what you think this story
is about. How do you think the girl at the finish line feels?
Let’s talk
Have you ever been in a race? How did you feel?
Let’s read
Mandu was in Grade 4 at Greenway Primary And that was what Mandu did. She
School in Durban. She was an excellent runner ran and ran until her legs ached. "I must keep
and she practised running every day. The children going," she told herself. "I must not give up!"
used to tease her because she did not have The big day came, and Mandu was very nervous.
running shoes. She wished she had running shoes When she went to the starting line, her heart
because her feet hurt, especially when the ground was pounding.
was hot. She also hated it when the children
laughed at her. But as soon as she began to run, she forgot her
fear. She ran like the wind and crossed the finish
One Saturday, Mandu took the money she had line long before the other participants.
saved and went to the sports shop in town. She
looked at the running shoes but felt very sad, "I've won! I've won!" she shouted joyfully, looking
because she did not have enough money to down at her magic shoes, which
buy them. now belonged to her.
Mrs Masondo, the owner of the shop, noticed the
Based on a short story published in
sadness in Mandu's eyes. Stories that talk, by the Department
of Education and Heartlines.
"If you win the race, I will let you have the running
shoes for free," she said. "But if you don't win, you
will need to pay for them," she added with a smile.
"Oh ma'am, thank you very much!
I will practise every day and make sure I win,"
said Mandu gratefully.
2    
W O R D NB O XW
E
saw O
Answer each of these questions.
Let’s write say R
see D
Who was the story about? send S
Sight words
What did she have that was special?
Encircle the letter next to the correct answer. If you are not sure
what the answers are, go back and read the story again.
What does this sentence tell us Why did Mandu say the shoes
about Mandu? were magical?
"She ran and ran until her legs
ached."
They encouraged her to

A That she had pain in her legs. A
practise.
That she would never give

B B They were a gift.
up.
That she needed shoes to

C C Her feet no longer hurt.
run.
Number the sentences from 1 to 5 to show the order in which

things happened in the story.
Mrs Masondo gave Mandu running shoes.
Mandu did not have enough money to buy running shoes.
Mandu wished she had running shoes.
Mandu went to town to buy running shoes.
Mandu won the race.
Find words in the first paragraph that mean er:

Teach
Sign:
very good
Date:
disliked
    3
Term 1 – Weeks 1 – 2 D A T E
t o
a r
c y
k t o s c h o o l
1
2
M
W a
e n
l c d
o u
m'sesb
You have just read the story about Mandu's running shoes.
Talk to your friend about what the cover of the book tells us.
Let’s talk Spine of the book
du's
Title
a
M gn s h oes
nin
run
running s
Mandu's
Blurb that A story about a
girl who had no
shoes.
tells us what the A gif t from a kin
d shop owner enc
ourages Mandu
to win.
The message of
the book is that
one should keep
trying hoes
Tells us who published

ms
c a Ada
Veronica ni
Publish-
Adams
Vero
ers
Author
Let’s write Now write about the book Mandu's running shoes. Teacher's note
This exercise focuses on
Name of book the characters and plot.
It is presented in the
Author form of a book review to
teach the conventions
on book covers and leads
Main characters the learner to write a
summary of the story in
Publisher sequence.
What happens
in the story?
4    
NN EE W W
Make a congratulatory card for a person who has achieved OO
success at something.
Let’s do RR
Write a special message on the front of the card, above
the picture. Then write your friend a message inside. DD
SS
Imagine you are Mandu. Write a diary entry

summarising what happened that day.
Let’s write
Dear Diary Date
e r:
Teach
Sign:
Date:
    5
My s t o r y
3 Use a mind map to help you
to plan your writing. Write a
rough draft. Ask a friend to edit
Everyone has a memory of a special the draft. Revise your text and
make the necessary corrections.
achievement. It may be that your
Then write it neatly in your book.
soccer team won a match, that you
scored a goal or that you helped
Let’s talk someone who needed help. Talk Now use this planner to write
about your own special achievement. short notes to plan your story. Let’s write
1 What I achieved 2 How did I achieve it? What special training
did I do?
3 How I felt when I succeeded
I FELT GOOD
4 What message do I have for others?
Prrraacttiiicce makes perffeect

P
6    
N E W
O
Now use your mind map to help you write your
story. Draw pictures in the spaces in the left
R
Let’s write hand column to illustrate your story. D
S
Heading:
What I achieved
How I achieved it
How I felt
What I learned
e r:
Teach
Sign:
Date:
    7
4
C oun t a b l e a n d
b l e n o u n s
unc o un t a What a
re
Uncoun uncountable
table n nouns?
names o
What are countable nouns? of thing uns are the
be coun s that c
te ann
They are the names of and salt d like sand, w ot
.W at
things that we can count much o e use the wo er
r rd
like animals and people.
water with un a little or a lot s
counta
We use the words many or ble nou of
some or a few or a lot of ns.
with countable nouns.
dolls
homework
rain music
sunshine
sand sugar
pencils
books
money
flowers
apples
Let’s write cats
love
Look at the pictures.
Decide whether you can
count them or not. Then eggs
write the word under the
correct heading.
Countable nouns Uncountable nouns
Ask your friend about things in the classroom or at home. Ask questions starting with
How many ? or How much ?
Let’s talk
8    
N E W
O
Rewrite these sentences, starting with Yesterday.
Use these words to help you.
R
Let’s write D
S
rode looked went crossed saw took
s?
He rides his bike.
Yesterday he
I see the broken glass.
Yesterday I
She takes his bike.
Yesterday she
She looks at the flat tyre.
Yesterday she
We cross the river.
Yesterday we
Rewrite these sentences starting with a capital letter and ending

Let’s write with a full stop. Remember to use capital letters for all names.
mandu visited her cousin in durban in july
peter played soccer against Chiefs last saturday

e r:
Teach
on the last saturday in february we went to the zoo in pretoria

Date:
    9
Term 1 – Weeks 1 – 2
l akdti d
o n
s o
c t
h o o l
mea pbuac
Wehlyc oM
Before you read
1
l
5
s c h o o
c om e t o
will read about.
Look at the pictures and the heading. Talk about what you think the story is about.
Read the story written by Mapula's 11-year-old friend. In her story, she explains why
Mapula missed school today.
Let’s read
Beginning of the story

Mapula did not come to school today. There was a big fire at her home. Mapula's family uses paraffin
for cooking at home. They have a red paraffin stove. Mapula has a young brother, Thami, who never
listens to anyone. Last night Thami played with the stove, even though it is not allowed. He also found
the matches that someone had carelessly left lying around.
The little boy lit the stove and then, in his excitement, knocked the stove
over onto the carpet. Soon the small room was on fire.
Middle of the story
Luckily for Thami, Mapula carried him out of the house. She asked the kind
neighbours to phone the fire brigade. They arrived very quickly, and they
used their long hoses to put the fire out. Soon the whole house was filled
with water and smoke.
The fire was put out before Mapula's angry parents came home. Everything
in the room was burned, and Mapula was very sad because her favourite
baby doll and her beautiful workbooks were also burned in the fire.
End of the story
Today, Mapula helped her mother to clean their house. She hung all Let’s write
the wet blankets and curtains in the sun to dry. Meanwhile little Thami The words in red are all
had been sent to preschool, so that he could stay out of trouble. Tomorrow adjectives. Underline the
Mapula will go back to school. Her mother will buy her a new school bag. noun that each adjective
describes.
10    
W O R D N B O XW
E
Read the story again, start O
and then answer these questions.
e
Let’s write stop R
ou
Who started the fire? take D
tell S
Sight words
How did the fire start?
List 3 things that Mapula did that shows she could think and respond
quickly.
Now number the sentences from 1 to 5 to show the

order in which things happened in the story.
Mapula carried Thami out of the room.
The whole room started to burn.
Thami found the paraffin stove and lit the stove.
The fire brigade put the fire out.
The next day, Mapula and her mother had to clean up.
Look at your numbered list and write the sentences

starting with the following words. We call these
words determiners. When you have completed this
Let’s write explain what you have written to your friend.
1. First
2. Then
3. After that
4. Then e r:
Teach
Sign:
5. Finally on the next day
Date:
    11
ﬁarcek t o s c h o o l
1
6
A
Wfetlecro t
m h
e eb
Work with your friends to make up a role play about what Use a mind map to help you
happened at Mapula's house. Your role play must show that rough draft. Ask a friend to edit
Mapula is a heroine. the draft. Revise your text and
Let’s role play make the necessary corrections.
Fill in this mind map to show what happened in the story. Then write it neatly in your book.
The story has a beginning, a middle and an end.
Use your completed mind map to explain what happened.
Who
Who was
was involved?
involved?
What
Whathappened?
happened?
The fire at Mapula's house

Let’s write
Who
Whohelped?
helped?
What
What can
can we
we learn
learn from
from this
this
story?
story?
Use your mind map to write a description

of what happened that night. Write it in
the past tense.
Let’s write
12
12    
N E W
O
Use a question mark ? or an exclamation mark ! or a full stop . R
Let’s write
Help, the house is on fire D
Six strong firemen came to put the fire out S
How did they put the fire out
Where was the fire
When was the fire
Read the words and listen to the sounds.

Then use 5 of these words to make your own sentences in your exercise book.
Word work
belt bright that they who
melt right there this why
felt fright then the where
Imagine you are Mapula. Write a diary entry summarising

what happened after the paraffin stove fell over.
Let’s write
Dear diary Date: __________
er:
Teach
Sign:
Date:
    13
13
L e t 's rac e
7
Run a race. Read the present and past tense of each verb in the yellow
track. Your friend must read the words in the blue track. See who wins. Then cover
the past tense column and ask each other what the past tense of each verb is.
dig gave
dug give
draw went
drew go
Fun
drive had
drove
have
eat kept
ate keep
fall knew
fell
know
feed
fed made
make
feel paid
felt pay
find ran
found run
fly saw
flew see
get
got showed
show
give
gave sat
sit
go went slept
sleep
grow
grew spoke
speak
have stood
had
stand
hear swept
heard sweep
hide swam
hid swim
14    
N E W
O
R
It happened in the past
Let’s write D
Write five sentences about what you did last weekend. S
Then encircle all the past tense verbs.
Use the correct form of the verb to complete these sentences.

go
Yesterday I ______________ to visit my friend.
went
slept
Last Saturday I ______________ at my cousin.
sleep
sing
sang My sister ______________ in the school choir last term.
speak
spoke Jabu ______________ at our teacher’s farewell last Friday.
ran Synon
run yms ar
We ______________ in the 1000 metre race last Saturday. simila e
r mean words with
elepha in
nt. The gs. The larg
big ele e
Encircle the words that mean the same as the first word in each row. phant
.
scared careless afraid frightened
walk run crawl stroll
small tiny little large

e r:
Teach
pretty attractive plain beautiful
favourite best unlucky preferred Date:
big large enormous soft
    15
t i n g i t r i g h t
Ge t
8
We u
s
coun e many w
t a no hen
We u un. we c
an
se m
coun uch w
t the
Look at the nouns in the table. On the left are the countable noun hen we c
nouns, for which we say "How many?", and on the right the . an’t
uncountable nouns, for which we say "How much?".
Let’s read
eggs bananas sugar salt
bags tables oil milk
chairs desks coffee juice
pens cups cheese bread
books phones butter meat
boys dolls water flour
girls bears sand rain
Now fill in these words in the correct boxes. Let’s write
elephants bread trains shoes sand

zebras oil grapes lemonade rain
lions sauce beds butter children
snakes lions hats boxes teachers
sugar dresses cheese flour water
16    
N E W
O
Number the words in each column in R
Let’s write
alphabetical order. D
S
apple best delight
1 adapt behave destroy Remember

apply behind debate Synonyms are words
with similar meanings.
2 angry betray delicious Antonyms are words
with the opposite
Match the words in the top row with their synonyms in the bottom row. meanings.
beautiful gentle large generous difficult
enormous pretty soft complicated kind
Help Jabu complete his diary by using the past tense of the words in brackets.
Diaries are always written in the past tense.
Dear diary
I am back at school. We ________________________ (start) school last Tuesday.
We __________________________ (play) our first soccer match last weekend.
We ___________________ (win) the game 2-0.
Afterwards we __________________ (eat) at the Kentucky. Our coach

_________________ (pay) for our supper. Then we __________________ (drive)
home.
Yesterday afternoon I __________________ (swim) in the school gala.

I __________________ (know) that we would win our races. When we
e r:
Teach
__________________ (take) our trophies to the school assembly everyone
Sign:
__________________ (cheer).
Date:
It is great to be back at school!

    17
e r b r o t h e r
i r l re s c ue s h
9
G Before you read
Look at the news article and talk about what you think about. Skim the page to see what you
the article will be about. Talk about what the headline, will read about.
the picture and the caption tell us about the article. While you read
Let’s talk What information does the lead paragraph give us? Compare your predictions with what
you read. If you don’t understand a
section, read it again slowly. Read it
aloud.
Name of
Kiddy News 12 February 2015
GIRL RESCUES THREE-YEAR-OLD

By Nicky Brown
The young children were alone

Lead at home. Quick-thinking Mapula
rushed out of the house carrying
Last night a brave school girl the little boy and called the fire
rescued her three-year-old brigade. Most of the family’s
brother from a blazing fire. possessions were lost in the fire.
The fire started when a broken Ten-year-old Mapula said, “I
paraffin cooker fell onto a thick am always a quick thinker. I am
mattress and set their small house actually the fastest at mental Brave Mapula Shabalala,
alight. maths at school!” Grade 4 pupil at Greenway
Primary School
Let’s write Read the newspaper article and answer these questions. Discuss the answers.
What is the name of the

newspaper?
What is the headline?
What is the by-line?
What is the date of the

newspaper?
When did the fire happen?
What caused the fire?
Who is the article about?
What did she do?
18    
Describing things
N E W
O
L king at adjectives
Let’s write You remember that nouns are naming words for people,
R
places and things. Adjectives describe nouns. They give D
e information about the person, place or thing.
ou
S
They tell us how people look, how things feel, sound, or taste and they
help to make your writing and speaking more interesting.
t
Look back at the words in bold in the newspaper article and the story on page 10.
They are all adjectives describing nouns. Underline the nouns they describe. Use
8 of these words to form sentences. Write them in your exercise book.
Let’s write
Now write down adjectives that describe the following pictures.
__________________ book ________________ giraffe _______________ tortoise _________________ flower
____________________ car __________________ cake ___________________ dog _______________ building
_________________ match ________________ weight _________________ jersey _________________ coffee
Use four of the adjectives to form sentences.
Let’s write
e r:
Teach
Date:
    19
a c k t
t o
h s
e crheosoclu e
1
10
W e l
t cformi eenbd s t o
Be s Before you read
Look at the newspaper article and talk about what you about. Skim the page to see what you
see. What does the headline tell us? What do the picture will read about.
and caption tell us about the article? While you read
Let’s talk Compare your predictions with what
Name of section, read it again slowly. Read it
aloud.
DAILY NEWS
20 March 2015
Schoolgirls save
boy's life
By Silvia Hlongwane called for an ambulance and
then managed to stop Benny's
Two 9-year-old schoolgirls
bleeding. Benny was lucky that
Lead
from Greenway Primary School

the two girls were returning
rescued a 6-year-old boy who
home from their first aid class
fell from a tree yesterday.
and had their first aid boxes
Brenda Smith and her friend with them. They also had gloves,
Mandu Shabalala were on to protect themselves against
their way home from their first possible HIV infection from
aid class at Greenway Primary handling another person's blood.
School. They discovered 6-year- They bandaged Benny's wound
old Benny Basson, who had before the ambulance arrived.
fallen from a tree that he had Mrs Twala, the school principal,
climbed into to pick some fruit. will be presenting the two girls
The girls rushed to help him. with an award at the school
Benny had knocked his head and assembly on Friday.
was unconscious. He had also
Join the Red Cross. Use your local
cut his arm and could have bled
telephone directory to find the
to death if the two girls had not
number for your province.
stopped his bleeding. The girls
Brenda Smith and Mandu Shabalala
rewarded for bravery
20    
N N EE W W
Read the newspaper article again and O O
then answer these questions. R R
Let’s write
What is the name of the newspaper? DD
S S
Who wrote the article?
On what date did Benny fall from the

tree? (Work it out from the story.)
Why did the girls need to use gloves?
Why was Benny lucky that the girls were returning from their first aid class?

Then use 5 of these words to write your own sentences in your exercise book.
Let’s write
about make tell pack line where
out cake will rack mine what
our rake sell rock time why
Talk to your friends about who their heroes or heroines are.

Write the information in this table. We have done an example for you.
Let’s talk
Name of friend Thandi
Your friend's
Anna Matlou
hero/heroine
e r:
Teach
She won
Sign:
the African
Why?
football Date:
award
    21
c k t o s c h o o l
Werlictoi nmgeab a s p a p e r a rt ic le
1
11
ne w Use a mind map to help you
Do you think the girls are heroines? Who is your hero or rough draft. Ask a friend to edit
the draft. Revise your text and
heroine? Write a short paragraph about him or her.
Let’s write make the necessary corrections.
You are now going to write a newspaper article. What would you like
Let’s write to write about? Use this mind map to help you to plan your article.
What happened?
?
id it h appen
When d
The headline of your article
Where did it happen? How did it end? What

was interesting about it?
22    
N N EE W W
O O
Let’s write R R
Now use your mind map to help you to write your newspaper article. DD
Give your newspaper a name and make up a headline for your article.
S S
Draw a picture to illustrate your article.
Name of newspaper Date
Headline
-
: each
erT
Teach r:
e
Sign: ign:
S
Date:
Illustrate your article Date:
    23
t i n g i t r i g h t
Ge t
12 The
so ft C
If you
Say what you see in each picture.
will s say these
e
Listen to how you say the C-sound. we p e that in words al
rono the s oud
We c u e y
Word work
The first row has words with the hard C sound. all th nce the cond row ou
The second row has words with the soft C. is a s C
oft C like an
. S.
Hard C
cat cup cap
Soft C
cell phone circle circus

Read the words and listen to the C-sound.
-sound.
circle listen race mice cell

circus centre place ice fancy
city centipede rice juice fence
Use five words from the word box to write five sentences. Read them to your friend.
Match these abbreviations with their meanings.
24    
N E W
L king at verbs
O
Verbs are words that tell us what a person or a thing is doing.
R
The boy kicks the ball. The dog barked at the cat.
D
A verb is the most important word in a sentence; without it a
sentence won’t make sense. S
Encircle the verbs. They are

the action words.
Let’s write swim
run
clock think write soccer
grass
kick take
sneeze
boy
sleep play went
tooth
drive
like smile read
game
shine go rain
Read the sentences and then underline all the verbs or doing words.
Then encircle the person or thing that is doing the action. These words will all be nouns. Let’s write
Jabu ate a delicious cake. I baked a cake.
Mother made a hot cup of tea. We watered the beautiful garden.
The girl played on the new computer. The dog chased the little cat.
The boy kicked the red ball. A big dog barked at me.
er:
Teach
nces
k at t h e sente e
c h
Look ba you can find t
e if t h e
and se s describing Date:
e in red.
adjectiv derline them
Un
nouns.
    25
y o u r w a y
Fi n di n g
13 Note
We have read different kinds of text that
Help Jabu to find his way to all six places marked give us information. In this worksheet we
on this map. Then fill in the names of each place obtain information from visual material.
next to the correct number below.
Let’s do
③
②
① ④
① ③ ⑤
② ④ ⑥
Now write sentences saying what places Jabu will pass on his way to school.
Number your sentences. Use first, second, then and finally.
Let’s write
26    
N E W
Look carefully at this map. What different places can you see?
O
What are the names of the streets? Look at the compass. Use
Let’s talk the compass to help you answer the questions. R
D
S
W E
Let’s write Encircle the correct word.
Hadebe Street is north/south of Mandla Street.
The school is north/south of Mandla Street.
The hospital is north/south of Hadebe Street.
Now fill in the correct answer.
Name the street the hospital is in.
Name the street the park is in.
Name the street the fire station is in.
Write three sentences about where things are on this map.
e r:
Teach
Sign:
Date:
    27
e r ht
t h
14
e
Use these verbs to complete these sentences.
c a l l this th tense.
All the verbs are in the continuous tense We ive
Let’s write p ro gress
because the actions are happening now. nt
prese
running teaching chasing eating sleeping walking making
1. The girl is in the race.
2. The children are to school.
3. The chef is a cake.
4. The teacher is the class.
5. The dog is the cat.
6. They are burgers
Draw a line to match these antonyms. Remember that antonyms are words with opposite meanings.
beautiful clever tall thick strong
stupid ugly weak short thin
28    
N E W
O
Use the words in the middle column to join these R
Let’s write sentences. Draw a line to connect the first part of each
sentence in column A to the correct part in column B to D
form a complete sentence. S
A Because tells us the reason.
B
We could not swim I missed the bus.
I was late for school it was raining.
because
I was in trouble he was not hungry.
He did not eat lunch I did not do my homework.
So that tells us the purpose.

I left school early we did not get lost.
I studied hard I could go to the doctor.
so that
We followed our friends we arrived on time.
We walked quickly I could pass my test.
But shows us the contrast.

I studied hard we still arrived late.
The cake looked delicious I failed my test.
but
We left early I don’t like writing.
I like reading I was not hungry.
Now join the sentences using either because, so that or but.
1. I like apples I don’t like pears.

2. I can’t go to the I don’t have money.
shop
3. I am studying I pass my exams.
hard
4. I like netball I don’t like swimming.
5. Read a book a you improve your
week reading skills.
e r:
1 but 2 because 3 so that 4 but 5 so that 6 because Teach
Sign:
Date:
    29
e n s e G a m e
P l ay t h e Ts
15
-
ntinu
uou
Rules c ontin re s e nt Cos Play this game with your
Pa s t P ou
friend. Use the counters
Flip a coin. Heads you move forward 2 places, tails you move from the cut-out pages at
forward only one place. If you land on a a red block you will the back of this book.
have to move back a few spaces or miss a turn.
Start your sentences using one of these words:
I… She He … We They … My friend …
Example:
go to the
I am eating lunch
beach
I was eating lunch speak on the
yesterday
phone
do homework
now
now
visit my
friend
last
ride a bike
weekend
now
go back
3 blocks
go back
sleep 4 blocks
now
eat lunch
now was going
read a book go to
go to the yesterday to soccer the zoo
library last yesterday
yesterday Saturday
visit my
friends in durban
last school
holidays
30    
Now write sentences using these words.
Let’s write
Right now I am
Yesterday
Last weekend
At the moment he
In the December holidays she
go back
go to 4 blocks
the movies
last Saturday
making tea
now
do
homework
now
work in the
garden
yesterday
clean my room
yesterday watch TV
go back
now
4 blocks
er:
miss a turn Teach
Date:
    31
r i t e a s t o r y
L e t 's w
1
16
I CAN Y N
Think of an interesting event you predict what will happen in a story

could write a story about. Fill in the read a story with understanding
Let’s write mind map to help you get started. complete a comprehension based on the story
➘
Who was involved? The title of your story discuss the events and characters in a story
sequence the events in the story
write the sequence using determiners (first, second, lastly)
What happened? make up a role play based on the story
retell the story
identify the conventions on a book cover
identify the main character
summarise a story
write a diary entry that retells a story
brainstorm for ideas to write a story
write ideas in a story planner
➘ write then edit a first draft of a story

write a final draft of the story
sort nouns into countable and uncountable categories
What happened next?
➘
ask questions starting with “how many” and “how much”
rewrite sentences in the past tense starting with “yester-
day”
How did the use full stops and capital letters, question and exclama-
story end? tion marks
recognise sound families (-lt, ight, the, wh)
write a congratulatory card
use past tense irregular verbs
write a paragraph in the past tense
complete sentences using the past tense of the verb
match synonyms
➘
read a newspaper article focusing on headline, by-line,
introductory paragraph
answer comprehension questions based on the article
identify adjectives and the nouns they describe
identify the soft- and hard-c words
use abbreviations and acronyms
Let’s write
identify and use verbs
Write your story on a piece of paper. It must use a simple map to give directions
have a beginning, a middle and an end. Ask your
use determiners such as first, second, third, lastly
friend to help you correct it. Now you are going
to make your own book. Cut out the next page give directions and identify places on a simple map.
of this book. Now write your story into the book. use the present progressive tense
match antonyms
32
32     join sentences using the conjunctions – because, so that
and but
BACK COVER COVER
N E W
Draw picture here.
O
R
Step 2: Fold on the dotted line

D
S
ABOUT THE WRITER

Write your name
Your age
Write the title of the book here.
Step 3: Staple on this side

Where you live
Fill in your name (you are the writer).
8 1
Step 4: Cut on the solid line after you have stapled your book Step 1: Fold on the dotted line
5 4
Continue with your story here. Write the middle of your story here.
Draw picture here. Draw picture here.

Write what happens at the end of your story. Continue with your story here.
9 3
7 2
Finish your story. Start writing your story here.
2 Theme 2: Animal tales
Weeks 5 - 6
G oi n g p l a c e s
22 The lion and the mouse 46

Term 1 Weeks 5 – 10
28 It took five hours by train 58
Tells the story about the lion and the mouse Reads a train timetable.
Stories in the correct sequence. Answers questions based on the train
Matches the present tense words with the timetable.
17 The hare and the tortoise 36 past tense words.
Contractions and the apostrophe.
Matches antonyms.
Predicts story based on pictures. Forms negative sentences.
Writes a thank you card.
Reads a story.
Comprehension exercise based on story. 23 Planning a story 48 Weeks 9 – 10
Sends an SMS summarising what happened
in the story. Plans a story using an illustrated template. Pictures of poetry
Vocabulary exercise. Writes sentences to Completes a mind map.
show the correct meaning. Writes a story.
Forms the past tense by adding -ed. 29 Little train on the track 60
24 Sometimes I… 50
18 The animal race 38 Reads the poem aloud. Focus on rhythm
Adverbs of time. and rhyme.
Makes up a role play of what happened Completes a quiz indicating how often Answers questions based on the poem.
in the story. he/she does these things. Identifies rhyming words.
Retells the story in the correct sequence. Writes sentences using information from Writes a poem with rhyming pairs of sentences.
Writes a diary entry in the past tense in the quiz.
you summarise the story. Matches adjectives with their antonyms. 30 Looking at language 62
Writes sentences about what happened Fills in the missing words by looking at the
in the beginning, in the middle and at pictures. Provides endings for sentences. Question,
the end of the story. statement or command.
Writes the long form of given abbreviations.
Selects three abbreviations and use them
Weeks 7 - 8 Present and past tense concord.
Describes pictures and writing sentences
in sentences. Reading procedural text in the present tense.
Uses the correct pronouns.
19 Working with words 40
25 Making a fruit salad 52
The soft C- and the hard C-sounds. 31 Custard my pet dragon 64
Classifies words with into the hard and Answers questions based on the recipe.
soft C sounds. Rewrites sentences Focus on verbs. Prediction and discussion of the poem
starting with yesterday. based on the title and the pictures.
Does exercise on plurals.
Underlines the adjectives that describe Reads the poem aloud.
the nouns. 26 Make a sandwich 54 Answers questions on the poem.
Focuses on rhyme.
20 Join them up! 42 Writes a recipe for a sandwich. Identifies the personal pronouns in sentences.
Forms compound words. Lists the ingredients and utensils. Rewrites these sentences and replaces the
Subject-verb agreement. Writes the instructions. Numbers each step. nouns with pronouns.
Conjunctions using and, then and before. Orally explains your recipe to partner.
Subject verb agreement. Identifies the verbs in 32 Writing your story 66
Connects sentences using conjunctions.
er:
each sentence. Teach
Plans a story.
21 The lion and the mouse 44 Writes sentences in the past tense. Sign:
Uses a mind map. Writes
Prediction based on illustrations and headings. 27 and illustrates the story
Going visiting 56 in a cut-out book. Date:
Reads a story.
Comprehension based on text. Reads an informational story and answer the
Vocabulary: words ending in –ed. questions. Use a map to show the places and
Role play to show what happened in the story. distances.
Retells the story in the correct sequence. Answer questions based on the map. 35
t o i s e
D A T E
t h e t o r
h e h a re a n d
Before you read
T
17 and try to predict what the text will be

will read about.
While you read
Look at the pictures and talk about what you Compare your predictions with what
think this story is about.
aloud.
Let’s talk
Let’s read
What is a fable?
A long time ago, a hare and a tortoise lived in the green This story is a fable. Fables are
forest. The brown tortoise walked very slowly, and the hare very old stories that have a moral
always laughed at her. One day, the hare said to the tortoise, message. In most fables you will
“Let’s have a race.” The tortoise agreed, and the hare laughed find animals that can speak.
loudly. All the other animals came to watch the race.
The hare ran very fast and was soon far ahead of the tortoise. He looked back but he couldn’t
see the tortoise because she was far behind.
"The tortoise is very slow," thought the hare. "She’ll take a long time to get here. I’m going to
have a rest, and when I see her coming, I’ll run quickly and win the race." The hare sat against
the tree and rested.
Soon, he fell asleep. While he was sleeping, he heard the other animals cheering. He thought
he was dreaming. But when he woke up, he saw the tortoise was near the finishing line.
The hare ran as fast as he could, but he couldn’t catch up with the tortoise. The tortoise had
already won the race.
Underline all the words in the
story that end in -ed.
36    
W O R D B O X
Read the story again and then answer always

these questions.
Let’s write laugh
when
Who won the race? Why?
brown
Sight words
Who came to see the race?
Where did the hare rest?
What was the moral lesson in this story?
Imagine you are either the Read these words. They sound
hare or the tortoise. Write an the same, but they have different
SMS in which you tell your meanings. Select 3 pairs of words and
Let’s write friend what happened to Word work write sentences in your exercise book
you during the race. to show their correct meaning.
hair stair pair where its
hare stare pear wear it’s
Write the past tense for these words by adding ed.
wish wished
brush
walk
talk
play
punch Te
T herr::
eaacche
ign
SSig n::
pack
e:
Daatte:
D
    37
n i m a l r a c e
18 Th e a
Make up a role play to show what happened in
the story about the hare and the tortoise. You
need two characters: the hare and the tortoise.
Let’s role play
Tell your friend the story about the

hare and the tortoise in the correct
sequence. Tell him or her what
happened at the beginning, in the Let’s talk
Let’s write middle and at the end of the story.
First
Second
Third
Lastly
Now, imagine you are the tortoise. Write a diary entry describing
what happened to you on that day. Your diary entry must be in
the past tense. When you have done this, swop books with your
Let’s write friend and read his/her diary entry.
38    
Write one sentence about what happened at the beginning, in the
middle and at the end of the story about the hare and the tortoise.
Let’s write
At the beginning
In the middle
At the end
Write the long form of these words.

Let’s write
TV
telly
phone
cm
PC
KZN
Now select 3 of the words and use them to write your own sentences.
er:r:
Teaacchhe
ignn: :
Sig
Date:
    39
g w i t h w o r d s
19 Wo r k i n
king at the hard
C C
The soft C L The hard C
and soft C
rations
Use these illust
rk out
to help you wo
soft C
when to use a
and a hard C.
The soft C works with e i y The hard C works with a o u
Look at these words. Say them aloud and work out which start with the soft C-sound and which start
with the hard C-sound. Circle the soft sounds in blue and the hard sounds in red.
camera coffee cot
cents mice centipede
cake centimetre caterpillar
camel cut
circle city face
Write the words in the correct boxes.

Soft C Hard C
40    
Let’s write Rewrite these sentences starting with yesterday.
I watch TV.
Yesterday
I play soccer.
Yesterday
I walk to school in the hot sun.
Yesterday
She bakes a cake.
Yesterday
The teacher talks to the class.
Yesterday
Underline the adjectives that describe the nouns. Then circle the nouns they describe.
The old lady walks with a crooked stick . The shark has sharp teeth.
My younger brother is in Grade 1. I live in a small pink house.
My older brother is in Grade 9. He has a big dog with a long tail. r:

e
Teach
Sign:
My little sister can crawl. We ate a delicious cake.
Date:
Jason is a tall boy with blond hair. Mary is a pretty girl.
    41
20
Jo i n t h e m u p !
Do these word sums. Connect the 2 nouns or
naming words to form compound words.
Let’s write
rain + bow = moon + light = snow + man =

rainbow
star + fish = gold + fish = tree + house =
jelly + fish = cup + cake = earth + worm =
spider + man = rain + coat =
Circle the correct word in each sentence.
Brenda is/are learning first aid.
She is/are going to swimming lessons.
I is/am happy to be back at school.
Is/are you in Grade 4?
42    
W O R D B O X
these
Use the words in the middle column very
to join these sentences. Draw a line to
Let’s write connect the first part of each sentence in
what
column A to the correct part in column B when
to form a complete sentence. Sight words
And tells us in addition

I like apples, bananas netball.
I play both soccer pears.
and
I read the King’s wishes tea.
In the morning I drink juice Jack and the beanstalk.
Then tells us the sequence

First I do my homework I wash and go to bed.
First I help my mother cook I play with my friends.
then
First I feed my dog I set the table.
First I have my supper I take it for a walk.
Before shows what happened

previously.
I studied hard we came back to school.
We practised every day the exam.
before
I had my breakfast the soccer match.
I bought a new school uniform I left for school.
Now join the sentences using either and, then or before.
1. I like carrots, potatoes pumpkin.

2. I must do my homework I play with my friends.
3. I studied hard my exam.
4. First I cook my lunch I sit down to eat.
r:
5. I enjoy singing, sewing swimming. Teach
e
Sign:
6. I did my homework I went to the beach.
1 and 2 before 3 before 4 then 5 and 6 then Date:
    43
t h e m o u s e
21 Th e l i o n a n d
• Look at the pictures and tell your friend
what you think the story is about.
• Who are the main characters?
• Why is the lion called the King of the
Let’s talk Animals?
Before you read

will read about.
While you read
Compare your predictions with what
aloud.
The big lion and the tiny mouse
One day a tiny mouse accidently woke a sleeping lion. The lion growled and
said, “Such a tiny mouse is waking me up. I will eat it for a snack.”
Let’s read
He trapped the mouse’s tail under his big paw.
“Oh no, Mr Lion,” squeaked the mouse. “Please don’t eat me. I am just a
little mouse.”
“You’re right,” growled the lion. "You are too small to fill my tummy.”
“Thank you, Mr Lion,” squeaked the mouse. “One day I will help you.”
“Ha ha ha!” roared the big lion. “How can a tiny little mouse like you help a
big, strong lion like me? I am the king of all the animals. I can help myself.”
Not long after, the lion went for a walk. He walked into a hunter’s net and
was trapped. “Help!” he yelled. “I can’t get out. I’m trapped!”
The tiny mouse heard the lion. He ran to the trap and said, “I’ll help you!”
“You’re too little to help me,” growled the lion.
The little mouse began biting the net into small pieces. Soon the lion was out.
He smiled gratefully and said, “You may be a little mouse, but you’re a big help.”
Underline all the words ending in -ed in the story.

44    
W O R D B O X
why
Circle the letter next to the correct answer. If you are
not sure what the answers are, go back and read the who
Let’s write story again. when
Why did the lion decide NOT to eat What is the main message of this yes
the mouse? story? Sight words
The mouse was too small to fill

A A Never eat mice.
his stomach.
Look before you are caught in
B The mouse squeaked too much. B
a trap.
He knew the mouse would help
C C Even small creatures can help us.
him one day.
He knew he was going to
D D Don’t walk on a sleeping lion.
be trapped.
Why did the lion yell? What is the best title for this story?
A To make a noise. A How the mouse helped the lion
B To tell the mouse to go away. B How the lion was trapped
C To show his strength. C Beware of lions
To get someone to come and

D D Never go near traps
help him.
Read the words and listen to how the -ed at the

Word work end of the words sounds like a t.
laughed walked trapped washed talked
squeaked danced helped promised picked
Make up a role play to show what happened in the

story about the lion and the mouse. You need three
characters: the lion, the mouse and the hunter.
Let’s role play
Tell your friend, in the correct sequence, what happened at
the beginning, in the middle and at the end of the story.
er:
Teach
Let’s talk
Sign:
Date:
45
d t h e m o u s e
22 Th e l i o n a n
Tell the story about the lion and the mouse.
Include at least one important event from the
beginning, the middle, and the end of the story.
Let’s talk
First
Then
Finally
Draw a line to match the present tense words to the past tense words.
Let’s write
saw draw went

laugh come drew
see is looked took stopped came
look was laughed take

stop go
Now select 3 pairs of words and use them to write six sentences in your exercise book.
46    
W O R D B O X
You are a tiny little
mouse. You can’t small
help me.
Let’s write little
Please don’t eat me, myself
Mr Lion. I will help
you one day.
Sight words
Let’s write Write opposites or antonyms for each of the sentences.

The lion walked quickly under the low trees.
The mouse squeaked loudly and the lion growled softly.
It was a hot day and the small lion saw the big mouse.
The little lion was weak and the huge mouse was strong.
The lion was light and the mouse was heavy.
Write a thank you card to someone who has helped you. On the front
of the card, write a short message. Inside the card, say how the person
Fun helped you.
e r:
Teach
Sign:
Date:
    47
i n g a s t o r y
P lann
23
Look at each of the pictures of the story. Write 3
sentences about each of the pictures. Plan your story Use a mind map to help you
in rough. Ask a friend to check it for you. You should to plan your writing. Write a
also check your friend’s plan. rough draft. Ask a friend to edit
Let’s write 2 make the necessary corrections.
1 Then write it neatly in your book.
3 4
48    
Now use your mind map to write your story neatly.
1
er:
Teach
Sign:
Date:
    49
24
S o m e t i m e s I …
Complete this quiz indicating how often you do these things.
Read through the list in yellow and tick to show whether you do
the activity often, sometimes or never.. Ask your friend the same
questions. Tick her or his responses in the blue column.
Let’s talk
Write your name Write your friend’s name

How often do you __? Often Sometimes Never Often Sometimes Never
Watch TV
Go to movies
Read
Play sport
Work in the garden
Clean the house
Cook
Play computer games
Listen to the radio
Go to parties
Go to the park
Visit friends
When you have completed the quiz answer the following questions.
Let’s write
What activities do you often do?
What do you seldom do?
What activities does your friend often do?
What activities does your friend do sometimes?
Now write sentences using the answers you and your friend gave in the quiz.
My friend often , he/she sometimes
and he/she never .
I never but I often .
I sometimes but I never .
50    
W O R D B O X
Where are these animals? Write a sentence into

saying where each animal is, using these words.
Let’s write kind
last
on next to behind under in front of
leave
Sight words
① ②
① The cat is under the box.
②
③
④
④
⑤
⑤
You will remember that antonyms are opposites.
Draw a line to match these adjectives with their acronyms.
untidy unattractive happy slow careful
sad neat pretty reckless fast
Now look at the pictures. They will help you to fill in the missing
words in this story. All the missing words have a silent-e . We have
Fun done the first one for you.
I went home and closed the .
I tripped over some and then started to work in the garden.
I took the and watered the .

er:
Teach
Sign:
There were a few little eating some .
Date:
There was also a under the bush.
    51
a f r u i t s a l a d
M a k i ng
25
Recipe for a fruit salad

Let’s read Ingredients
2 apples 2 teaspoons of sugar
2 bananas 1 pawpaw
1 orange 1 pineapple
Method
1. Peel the apples and cut into cubes.
2. Slice the bananas.
3. Peel the pawpaw and cut into cubes.
4. Peel the pineapple and cut into cubes.
5. Mix the fruit in a bowl.
6. Squeeze the orange.
7. Pour the juice over the salad.
8. Sprinkle with sugar.
Let’s write What kind of writing is this recipe? Tick the correct box.
A sto ry A p la y Instructional text
Read the recipe carefully and answer these questions.
How many bananas do you need?
How many oranges do you need?
How many teaspoons of sugar do you need?
Work out what utensils you will need to make this recipe. Write them down.
What kind of words does each instruction start with?

What do you do after slicing the bananas?
What do you do before sprinkling sugar onto the salad?
What 2 things do you do to the pawpaw?
52     Let’s talk
Make a banana milkshake
Number these sentences from 1 to 5 to show the
Let’s write sequence we should follow when making a banana
milkshake.
Sprinkle a teaspoon full of sugar on top of the milk shake.

Pour the milk shake into a glass.
Put the banana into a blender.
Peel a banana.
Put the ice cream into the blender.
Read the instructions carefully and work out what ingredients and
utensils you will need to make the milkshake.
Ingredients: Utensils:
Fill in the correct words must should have to

into these sentences.
Let’s write
You _________________ watch Takalani Sesame.
You _____________________ eat vegetables to stay healthy.
You _____________ to go to school until you are 16 years old.
You ________________________ taste this new ice cream.
You ___________ be on time because the bus leaves promptly.
Write the plurals of these words.
boy banana
er:
girl spoon Teach
Sign:
apple pen Date:
    53
e a s a n d w i c h
Mak
26
Write a recipe for your favourite sandwich.
Let’s do Name of sandwich:
Write down what you will need.

Ingredients Utensils
Write down what you must do with the bread and filling. Number each step.
Eat and enjoy!
Explain your recipe to your friend.

Say:
You must first ...

Let’s talk
Then you must ...
54    
Pre sent
perfect tense
We use the present
Underline have or has before the verb. perfect tense to show
that an action happened
Let’s write Circle the verb or action word. at some time in the past.
1. I have finished my homework.

We say
I, we, you, they
2. I have eaten my fruit salad. have
He, she, it
has
3. She has read the book.
4. We have washed the dishes.
5. He has cleaned his room.
6. I have made my bed.
Fill in has or have and circle the verb.
1. He ___________________ eaten his lunch.
2. I ___________________ finished my homework.
3. She ___________________ cycled to school.
4. They ___________________ cleaned the classroom.
5. She ___________________ washed the dishes.
6. We ___________________ heard the story before.
Write sentences about what you have done so far today.
I have
I have
I have r:
e
Teach
Sign:
I have
Date:
    55
27
G o i n g v i s i t i n g
①
The Sekwati children visit
Sipho and his sisters Nomsa and Lerato live in
their grandmother.
Johannesburg. They are excited that they will be
Read the story carefully, then going by train to visit their grandmother on the farm.
answer the questions.
Let’s read
I can't wait to
milk the cows.
I'm so glad we are
going to grandma's house
for the weekend.
② Oh mom, ③ They go to the station by taxi.

we will be fine.
Jo
Come on. We must

hurry so we don't miss
You must make sure you have your the train!
sunblock and sun hats. The sun is very hot in
Limpopo. Watch out if you go near the river.
There has been a lot of rain and it may be deep.
④
Bye, mom! See you
on Sunday night.
I can't wait to
ride a horse.
56    
Read the cartoon story again and
Let’s write then answer the questions.
Who are the main characters in this story?
Where do they live?
Where are they going?
What does their mother warn them about?
Look at the map and point to the names of places and

the distances between them.
Let’s read
58 km 107 km 27 km 92 km 59 km
Johannesburg Pretoria Bela Bela Modimolle Mokopane Polokwane
Now answer these questions.

Let’s write
How far is it from Johannesburg to Bela Bela?
How far is it from Modimolle to Mokopane?
How many places will the children pass on their

trip from Polokwane to Johannesburg?
How far is it from Johannesburg to Polokwane? er:

Teach
Sign:
Date:
    57
h o u r s b y t r a in
28
I t t o o k f ive
Discuss the train timetable with your friend. Say where the trains go,
at what time they depart, and how long each trip takes.
Let’s talk
Trains leaving from Johannesburg station
Monday to Sunday
Departure time Leaving for Arrival time Departure time Leaving for Arrival
06:00 Durban 14:00 05:30 Polokwane 11:30
07:00 Cape Town 19:00 07:00 Durban 15:00
09:00 Durban 17:00 08:00 Cape Town 20:00
10:00 Polokwane 14:00 09:30 Durban 17:30
11:00 Cape Town 23:00 10:00 Cape Town 22:00
Look at the train timetable again and then answer these questions.
Circle the letter next to the correct answer.
Let’s write
How many trains leave for Durban every How many trains arrive after 17:00 every
day? day?
A One A One
B Two B Two
C Three C Three
D Four D Four
Complete the following table by filling in the arrival times of the trains.
Destination Arrives at
Second train to Polokwane
Third train to Cape Town
Fourth train to Durban
First train to Polokwane
58    
W O R D B O X
only
Draw a line to match the contraction on the left
with its long form on the right.
open
Let’s match
over
isn’t was not
aren’t are not The apostro

p
contractio he (´) is used in
ns in the p
letter or le lace of a
wasn’t were not tters: don’t
do n(o)t. T is short for
he
in the place apostrophe stands
of the o.
weren’t is not
Use an apostrophe to shorten the underlined words,

Let’s write as in the example.
They were not late for school.

They weren’t late for school.
He is not at school today.
We are not going to play soccer today.
She was not at school on Thursday.
Now circle the correct word and then make the sentences negative by using the
contractions from the table. We have done one for you.
They is/are going by train.

They aren’t going by train.
The children was/were at the farm.
Susan was/were lost in the mall.
He is/are riding a horse

e r:
Teach
Sign:
We is/are happy to be back. Date:
    59
o n t h e t r a c k
L i t t le t ra i n
29
Read the poem aloud making train movements.

Tap your feet according to the beat or rhythm of the poem.
Then fill in a good title for the poem.

Let’s read
Little train, upon the track,

Travelling to town and back.
Stop for people on the way,
Going shopping for the day.
Wait for me, please do stop,
I need to go to town to shop.
Bring me back on the last train,
Or even earlier if it starts to rain.
Adapted from ANA Grade 4
Examination 2012.
Read the poem and then answer these questions.
Where does the writer want to go?
What will he or she do there?
The writer mentions 2 different return times. What are these?
How do we know the writer will not be alone on the train?
Find words in the poem that rhyme with these words.
train stop way track
60    
N E W
Read the following lines of a poem aloud and listen O
to the rhythm. Underline the last words of each
sentence. Then complete writing the poem by R
Let’s write
selecting rhyming sentences from the pink box and D
writing them in the correct spaces in the poem.
S
We can have a lot of fun. Two little bike boys in a row.
Will you come and play with me. And then I must be home by five.
Little boy at the sea
On the beach and in the sun
We can swim and we can dive
On our bikes then home we go
Now write your own poem with rhyming pairs of sentences.

Let’s write Write the poem in rough before you write it in your book.
er:
Teach
Sign:
Date:
    61
a t l a n g u a g e
L o o k i ng
30
Fill in the correct punctuation mark at the ? ! .

end of these sentences.
Let’s write Say whether each is a question, a statement or an exclamation.
Will you come with me to the beach

I like apples, pears and bananas
Do you like playing cricket
Stop! Don't cross! The robot is red
I always do my homework before playing
The train will come back at 7 pm
Don’t let the baby touch those pills
Tense b
Past ten
s e ox
Look at the words in the tense box. I am Present
te nse
Let’s write The words in red are in the past I was
You are
tense and the words in blue are in
You we
the future tense. He/she
/it is re
We/the He/she
y are /it was
Now look at the sentences below. Is the action in the We/the
y were
sentence something that is happening now, or did it
happen in the past? When you have decided, fill in the
correct form of the verb to complete the sentence.
was
We _______________ at the stadium last Saturday.
were
is
She _______________ at school now.
are
is
We _______________ skipping now.
are
is
He _______________ doing his homework now.
was
am
I _______________ baking a cake.
are
is
We _______________ writing in our books now.
are
was
They _______________ in the Kruger Park for the holidays.
were
62    
N E W
O
Look at the pictures. All the actions are happening now in R
the present. All the action words or verbs end in –ing. D
Let’s talk
Tell your friend what is happening in each picture. Say: He S
is playing soccer now.
1. 2. 3. 4.
5. 6. 7. 8.
9. 10. 11. 12.
Now write sentences describing what is happening in each picture. Start with
one of these pronouns. Look up the spelling of the –ing verbs if you need to.
Let’s talk he she it they we
1.
2.
3.
4.
5.
6.
7.
8.
9.
e r:
Teach
10.
Sign:
11.
Date:
12.
    63
y p e t d r a g o n
31
C us t a rd m
Before you read the poem, look at the title of the poem and at the pictures.
Talk about what the poem will be about. Then read the poem aloud to feel
the rhythm. Break up the bolded words into syllables.
Let’s read
Belinda’s pet dragon

Belinda lived in a small white house,
With a little black kitten and a small grey
mouse.
And a fluffy yellow dog and a big, red wagon,
And a scratchy, scaly, big, green dragon.
Custard the dragon had big sharp teeth,
Spikes on top and scales underneath.
A mouth like a fireplace, a chimney for a nose,
And big sharp spikes all over his toes.
Adapted from Ogden Nash.
Let’s write Read the poem and then answer these questions.
What pets does Belinda have?
Find words in the poem that rhyme with these words.

m o u se n o se te e th w ag o n
Look at the poem and then underline all the adjectives used to describe her pets.
pet Describing words Now say what words the writer uses to describe
dog
the following:
the dragon’s nose
cat
the dragon’s mouth
mouse
the dragon’s teeth
dragon
the wagon
64    
N E W
O
Now write a poem of your own. Write about a pet.
R
Let’s write First write some words to describe the pet and
D
then some words that rhyme with them.
S
Words that t
describe my pe
ym e
Words that rh
Write your poem in rough and let your friend read it. Then
after you have corrected it, write it neatly in the space below.
Do you remember what personal pronouns are? Underline P E R S O N A L P R O N O U N S

Let’s write the personal pronoun in each of these sentences. I m e
w e u s
I am at school. We are children. y o u y o u
h e h is
sh e h e r
She is a girl. You are my best friend.
it it
th e y th e m
He is a boy. They are lions.
er:
Teach
It is an elephant. We are eating our lunch. Sign:
Date:
    65
n g y o u r s t o r y
32
Wr i t i
What is my story about Talk to your friend about a story you
want to write.
Then fill in your ideas on this page. Let’s write
Who are my characters? Make your own book. Cut out the next page of
this book. Cut on the dotted lines. Fold the page
on the lines. Write the title of the book on the
cover. Put your name under the title, because
you are the story writer. Draw a picture on the
cover. Now write your story into the book.
Where does the story take place?

I CAN
use conjunctions and, then & before

use antonyms
write a thank you card
use adverbs of time
match adjectives with their antonyms
answer questions based on the recipe
identify verbs
What happened in the story? give plural forms
read a recipe
write a recipe
write the instructions
explain a recipe
ensure subject verb agreement
write sentences in the past tense
use a map to show the places and distances
answer questions based on the map
answer questions based on a timetable.
form negative sentences
How does the story end?
present a poem
answer questions based on the poem
identify rhyming words.
write a poem with rhyming pairs of sentences
form questions, statements and commands
ensure present and past tense concord
use the present tense
66     using the correct pronoun

BACK COVER COVER
Draw picture here.
N E W
O

R
D
S
ABOUT THE WRITER

Write your name
Your age
Where you live Step 3: Staple on this side
8 1
5 4
e r:
Teach
Sign:
Date:
Draw picture here.

   
Draw picture here.
67
6 3
7 2
Term 1
Draw picture here. Draw picture here. – Week 1
3
N E W
r e a t u r e s
Pe o p le , c
O
R
w e a t h e r D
and t he
S
T h eme 3 : P eop l e a nd oth er c rea tu res T erm 2 : W eek s 1 – 4

38 The magic sentence-maker 80 43 What do insects look like? 90
Weeks 1 - 2
Uses the magic sentence-maker to make Reads a poster advertising a school
Stories sentences by selecting a subject, verb outing.
and object.
Answers questions.
Classifies words into proper and
Writes a diary entry describing an outing.
33 Michael gets a pet 70 common nouns.
Uses conjunctions to join sentences.
Reads a short story. 44 Buying a backpack 92
Comprehension questions based on the 39 Describing things 82
story. Reads an advertisement and answers
Uses adjectives to describe objects. questions about it.
Writes a diary entry to summarise the
story in the past tense. Identifies adjectives and adverbs in Designs a poster to advertise something.
sentences.
Expresses feelings about the story.
Uses adjectives to write a description of
45 Rain or shine 94
his/her friend.
34 Planning to write a letter 72
Identifies prepositions.
Reads a weather map and answers
Plans to write a letter to a friend about questions based on it.
a pet. 40 Nouns, verbs and
adjectives 84 Presents a weather broadcast on TV
Brainstorms with friends and gather describing a wather chart.
ideas. Identifies regular and irregular verbs in
Reads a chart showing rainfall for
Writes ideas into mind map. text.
a period of 12 months. Answers
Writes letter into template. Finds verbs that end in –ed. questions based on the rain chart.
Subject–verb agreement.
35 More than one 74 Uses adjectives to complete sentences. 46 It all depends on the
weather 96
Forms plurals Matches comparative adjectives and Keeps a weather chart for a week.
pictures.
Completes a card of proper nouns. Draws the symbol for each day and
Subject–verb agreement. discusses weather with a friend.
Interviews friends and records answers. Weeks 3 - 4 Extracts information from the weather
chart. Tells his/her friend what the
Reading for Information weather is for each place.
36 More about me 76
Uses conjunctions and/because.
Uses a mind map to develop a
description of a place. 41 It’s second term 86 47 Can you remember? 98
Uses the mind map to write letter giving Reads a timetable and answers
a description about the place where questions based on it. Revises the definite and indefinite article.
he/she lives. Fills in articles to complete sentences.
Word families and using the words to
form sentences.
37 The terrible twins 78 48 More about tenses 100
Discussion and prediction of story based
42 Our busy week 88
Uses will or am going to form the future
on illustrations and headings. tense sentences.
Reads a poster advertising extra mural er:
Reads a narrative text. activities. Completes sentences in the simple Teach
Comprehension questions based on the Completes a timetable showing what present tense. Sign:
story. she/he does after school. Plurals of words ending in ch, sh, z and s
Talks about an embarrassing moment. Designs a poster to advertise one of Synonyms using a dictionary. Date:
Role plays the story. the activities that she/he does after Uses conjunctions to join sentences.
Writes a story about her/his most school.
Talks about collocations. Identifies the
embarrassing moment.
   
Gives information: when, where and verb in each one.
what time. 69
69
33
l g e t s a p e t
M ich ae
Michael begged his dad to let him have a guinea
pig as a pet. His father said yes and made Michael
Let’s read promise that he would look after it.
“I will,” promised Michael.
“Remember to be very careful with it and never pick it up
by its tail.”
“I won’t,” said Michael. “Will that hurt it?”
“Not only that,” said his father solemnly. “Its eyes will drop out!”
“Really!” said Michael. He was astonished. “I’ll be very careful then.”
Michael made a bed of wood shavings for the guinea pig. He went to the pet shop
and chose a brown guinea pig.
The pet shop owner said, “You can give him fruit, raw
vegetables and cornflakes. Oh, and by the way, don’t
hold him up by his tail or his eyes will fall out.”
“I know that,” said Michael. On the way home he
wondered how a guinea pig’s eyes could fall out.
Carefully he picked up the small animal and looked
at its face. Its eyes seemed quite ordinary and normal.
He was very careful and felt a little scared in case he
touched its tail by accident. Where was this
dangerous tail?
He looked at the guinea pig carefully. He couldn’t find
any tail at all!
At last, Michael ran inside the house. “There is
something wrong with my guinea pig,” he said to his
mother. "It doesn't have a tail!"
His mother laughed and laughed.
Before you read
“Guinea pigs don’t have tails,” she said. “It’s an old joke”. Look at the pictures and headings
“You were all teasing me,” said Michael, feeling a little foolish.
will read about.
But then he managed to laugh at himself, and lovingly carried
While you read
his pet back to its new home to play with it.
Adapted from ANA exemplars. section, read it again slowly. Read it
aloud.
70    
N E W
O
Let’s write R
Who is the main character in this story? D
S
What pet does he have?
What promise did he make to his father?
What joke did his father make about guinea pigs?
Why was it funny?
Imagine you are Michael. Write a diary entry summarising what happened that day.
Say how you felt when you received your new pet.
Dear Diary Date
er:
Teach
Sign:
Date:
    71
e r
D A T E
r i t e a l e t t
34 P l ann i ng t o w
Now plan to write a letter to tell your friend about your own pet. If
you don’t have a pet, write about Michael’s pet.
Talk to your friends and list your ideas on this mind map.
Let’s write
Introduction Wha Bod

nts t my
ded my pare y
How I persua pet
is lik
e a pet
to let me hav e
My story about
Body A sp Co
t ecia nclu
r my new pe l me sion
How I care fo ssag
e to
my f
rien
d
72    
W O R D B O X
soon
Use a mind map to help you
to plan your writing. Write a stand
the draft. Revise your text and such
Then write it neatly in your book. sure
Sight words
Write your address here.

Write the date here.
Write a suitable greeting or salutation.
e r:
Teach
Write your ending here. Sign:
Date:
Write your name here.
    73
o r e t h a n o n e
35 M
When a word ends in ch, sh, z or s we add –es to form its plural.
Let’s write Write the plurals of these words.
One bunch One bush One coach
Two Two Two

_________________________ _________________________ _________________________
One match One branch One dish
Two Two Two

_________________________ _________________________ _________________________
Fill in this card about yourself. All the answers are proper L king at proper nouns
nouns and must start with a capital letter.
The names of people, places, months
and days are all proper nouns and
All about me they always start with a capital letter.
What is your name?
Where were you born?
In what month is your birthday?
What is the name of your school?
In which province do you live?
What is the name of your favourite cousin?
What are the names of some of your
friends?
What is your class teacher’s name?
What is the name of your favourite book?
What is your favourite TV programme?
What country would you like to visit?
74    
N E W
O
Encircle the correct word. R
Let’s write
D
It is/are sunny today. S
She is/are flying a kite in the wind.
The children is/are at sports.
The girl is/are running home before the storm.
He is/are hot and is/are going to swim in the river.
It is/are cold today, so we will sit at the fire.
Think about what your favourite things are, and write them in the different
columns of the table. Now ask two friends what their favourite things are,
Let’s write and write their answers in the table as well.
What is your favourite day favourite favourite favourite favourite

of the week? sport or book? food? radio or TV
game? programme?
My name
My friend's name
Another friend's
name
Sign:
Date:
    75
o r e a b o u t m e
36 M
Describe the place where
you live. Fill the details in
Languages on the mind map.
I speak
Type of weather Let’s talk
Province
Capital of
my province
My school
Favourite sports
teams
Animal life
Favourite foods
Write a letter to a friend in another province.

In your letter describe yourself and also the
Let’s write place where you live. Use the information you to plan your writing. Write a
wrote in the above mind map. rough draft. Ask a friend to edit
76     Then write it neatly in your book.
W O R D B O X
soon
stand
such
sure
Write your address here.

Write the date here.
Write a suitable greeting or salutation.
Write your ending here. er:

Teach
Sign:
Date:
Write your name here.
    77
e r r i b l e t w i n s
37 Th e t Did you k
now?
Did you kn
Look at the pictures. Try to work out 1 April is c ow that
what this story will be about. alled April
Day. On th Fools’
is day, peo
Have you ever done something that play tricks ple
Let’s talk on each oth
embarrassed you? What was it? er.
Before you read
Look at the pictures and headings Now read the story about the funny twins. Look out for all the
and try to predict what the text will be verbs in the past tense. Use a red pen to underline the verbs
about. Skim the page to see what you ending in -ed and a blue pen to underline the irregular verbs
will read about.
such as “took”. Let’s read
While you read
you read. If you don’t understand a It was 1 April. Todd and his twin brother Ted woke up early, washed,
section, read it again slowly. Read it brushed their teeth and dressed for Comic Day at their school. Comic Day
aloud.
is a fun day when children wear their funniest clothes to make everyone
laugh. The twins were very excited. They looked in the mirror and giggled.
“We will be the funniest in the whole school,” Todd said to Ted.
The twins put some slime on their hair. Todd painted his face.
He dressed in green and he wore a green hat. Ted wore
a gorilla mask. Eventually after an hour of dressing, the
twins walked to school. Everyone stared and pointed at
them. The dogs chased them.
When they arrived at school they realised they had the
wrong date. They were the only kids who were dressed
up. Why? Comic Day was only on 5 May. More than a
month away! The children laughed. Some of them took
photos of the twins on their cell phones.
Even their teachers laughed. Their teacher asked if it were
an April Fool’s joke – but it wasn’t!
The twins felt embarrassed at first. Then they saw what a
funny mistake they had made and they also started laughing.
Let’s write Who are the characters in this story?
Why were they embarrassed?
What mistake did they make?
78    
Talk about your most embarrassing moment.
Let’s talk What did you do? How did you feel?
Write a story about your most embarrassing moment. the draft. Revise your text and
Say what you did that caused you to be embarrassed. Let’s write make the necessary corrections.
Title:
My most embarrassing moment was when I
Then I
Finally
e r:
Teach
Sign:
Date:
Do a role play about Todd and Ted’s most
embarrassing day.
Let’s role play
    79
a k e r
D A T E
i c s e n t e n c e - m
38 T h e m a g
Use the magic sentence-maker to make as many
Let’s write different sentences as you can.
MAGIC SENTENCE-MAKER Subject Verb

SUBJECT VERB OBJECT
Object
I bake the car.
You run a race.
He wash a dress.
She attend a book.
It buy supper. Select a subject,
We eat the bus. verb and an object.
You do a plane ticket.
They watch the window.
I wrote a school play.
Bongi play a jersey.
Ann knit bread.
Peter sew a picture. Remember to add
Mr Smith paint an exam. an s to the verb if it
follows he, she, it, or
Mrs Setati fix a netball match. a singular subject.
My teacher read a soccer match. Make sure you use
My mother write a school play. the correct form
of the verb if the
My sister stop homework.
sentences is in the
My brother enjoy the holiday. past tense.
The nurse answer the phone.
Write some sentences of your own.

Subject Verb Object
80    
N E W
Nouns, verbs and adjectives O
Let’s write
Underline the proper nouns. They will probably be R
the names of persons, places, days or months. Then
write the nouns in the correct columns. Write the D
common nouns in the second table. S
flow i
er er Lusikisik
tig flowe
r
Durb Man
an
bik
e Veronica dla
cat Mon am daffod
pe
n
day cre boots
il
Thur ice Dan
sday
grandfathe wane cake
r Polok
Cape
u Tow
nd n
Ma y cow ok
Jul bo anna
W ord
box
e chair
sho
Proper nouns Common nouns

Person Place Time Thing Thing
and then before but

Fill in one of these words to join the sentences:
1. We ate our lunch going to soccer practise.
2. I support Chiefs I prefer Pirates.
3. I like reading Harry Potter the Charlie books.
4. We always do warm up exercises we play rugby.
5. We usually train in the gym we go onto the field.
6. I do my homework and I watch TV. Teach

e r:
Sign:
7. I missed the bus and I was late for school.
Date:
8. He studied hard for his test he did not pass it.
    81
r i b i n g t h i n g s
39 De s c
Look at these pictures and then fill in adjectives to describe them. Remember,
adjectives are descriptive words. Use some of these words to help you.
Let’s write expensive beautiful kind ugly tall fat
slow shiny pretty gleaming friendly helpful new

clever fast bright silly
Now underline each of the adjectives in these sentences.

Circle the nouns they describe. Let’s write
I am a very tall girl with short black hair. I live in a small house in a quiet street in Soweto.
My mother put bright blue bows in my long hair. Johannesburg has big houses and pretty gardens.
Lastly write a description of your best friend.

Let’s write Use adjectives to describe her/him.
82    
Now circle the correct word. Remember!
We use is if we are
They is/are at school. She is/are running. referring to one
person. We use are if
He is/are reading. The children is/are at athletics. we are referring to two
or more people.
Mandu is/are the winner. Mrs Masondo is/are kind.
Talk about these pictures and then draw a line from

Fun the word to the correct picture.
upside down
inside out
head over heels
forward
backward
downward
upward
back to front
er:
Teach
Sign:
Date:
    83
d a d j e c t i v e s D A T E
40 No u n s, ve r b s a n
Circle the correct form of the verb in each of these sentences.
Let’s write I am/is looking forward to Comic Day this year.
Nana and Susan is/are in Grade 4.
They was/were in Grade 3 last year.
They is/are going to town today.

Adjectives
Fill in the missing adjectives. We have given some words to help you.
hotter oldest newest youngest biggest young taller
___________________ ___________________ hottest
90
old ___________________ ___________________
___________________ younger youngest
___________________ ___________________ tallest
84    
milk dog sit
Pack all the words into the correct boxes. farmer she garden eggs
We've done the first ones for you. Jabu ice cream delicious sweet
wonderful small goat woollen
cheese nest laid made
Mandu hat play bird
ADJ EC T I V E S tractor drive blue grapes
boy you they grow
ship good horse dress
sweet eat wheat juice coat
we crows wool it
PR O N O U N S
he
NOUNS
tractor
V E R BS
grow
Use one word from each box to write your own sentences.
er:
Teach
Sign:
Date:
    85
's s e c o n d t e r m
41 I t
Look at the picture and talk about what you see.
Let’s talk
Welcome back!
Before you read
Let’s read The bell rings. Today is 7 April, and the children are very will read about.
excited to be back at school after the holidays. While you read
“Welcome back,” says Mrs Smith. Compare your predictions with what
“Let's look at the timetable on the wall so that you can section, read it again slowly. Read it
select your after-school activities,” she says. aloud.
Reading Second Term Timetable

Tables Day Time Activity Place
14:00 Netball Netball field
Monday
14:30 Soccer Soccer field
13:30 Choir practice School hall
Tuesday
13:30 First aid training School hall
14:00 Soccer Soccer field
Wednesday
15:00 Drama club School hall
14:00 Netball Netball field
Thursday
15:00 Gardening club Garden
14:00 Swimming Municipal pool
Friday
14:00 Athletics Soccer field
Saturday 09:00 Computer Club University computer lab.
86    
W O R D B O X
ran
Then use 5 of these words to write your own read
Let’s write sentences in your exercise book.
red
school neat there children going ride
good clean that chair coming
book lean this teacher singing
Read the story and the timetable, look at the picture and then answer these questions.
What posters can you see on the classroom wall? Let’s read
What sports can you play on Monday?
When does the gardening club meet?
Can you sing in the choir and do first aid as well? Why? Why not?
What activities happen outside of the school?
When does more than one activity take place in the school hall at the same time?
What activity takes place on Saturday? Why do you think this happens on the weekend?
e r:
Teach
Sign:
Date:
    87
b u s y w e e k
42
Our What activities do you have at school?
Read the poster. What information Do you have any activities outside
does it give? Look at the different school? What are they? What activities
E NJOy Af t er - SCh0Ol Fun

sizes of the fonts. Let’s read would you like to do? Let’s talk
soccer Register now for an after-school activity.

For more information speak to your class teacher.
netball
drama
chess
choir Enjoy
Learn yourself!
athletics
skills!
computers
gardening
Stay
lthy! Make
hea friends!
Fill in the timetable to show what you do after school.

Let’s write
Day Time Activity Place

Timetable
Monday
Tuesday
Wednesday
Thursday
Friday
88    
Now make a poster to advertise one of the activities that you Use a mind map to help you
do after school. Give all the important information including to plan your writing. Write a
Let’s do
when, where and at what time. Draw a picture to attract rough draft. Ask a friend to edit
attention. Use interesting handwriting. make the necessary corrections.
er:
Teach
Sign:
Note to teacher Date:
Let learners prepare

a rough draft before
writing in their book.     89
i k e?
D A T E
s l o o k l
43 W h at do i n se c t
Are you coming too?

New Town Primary School Environmental Club
Let’s read
Dear Grade Fours
If you would like to learn more about animals and insects,
join the Environmental Club!
What’s happening these holidays?

A special insect-spotting trip is planned for the
July school holidays.
Come and discover the bees and the butterflies,
the ants, the ladybirds and the grasshoppers in the
Green Valley Gardens.
Time: 09:00–16:00
Date: Wednesday, 6 July
Place of departure: The Grade 4 D classroom
You must bring: your own lunch and drink
pen, notebook, sun hat and a
camera if you have one.
DON’T BUG THE BUGS!
90    
N E W
O
Read the poster again and then answer
R
these questions.
Let’s write D
S
What trip were the Grade 4 children invited to go on?
On what day and at what time will the trip start?
What must the children bring with them?
Which headings attract your attention?
What do the pictures tell us?
Imagine you were on the trip to the Green Valley Gardens. Write a diary
entry describing your visit. Say what you saw and what you did.
Let’s write
e r:
Teach
Sign:
Date:
    91
n g a b a c k p a c k
44 Bu y i
All kids need a

Let’s read HOLD-IT-ALL
backpack
Are you going on a school trip?
Use the backpack made for kids!
Carry your things safely and in style.
Made of non-tear polyester, nylon and canvas,
this backpack is made to last.
Keep your books, pens, lunch pack etc. organised and hidden
in the HOLD-IT-ALL. It has hidden pockets and
special compartments to keep your cell phone and money safe.
Zipper locks keep items as safe as a bank.
It has large wheels so you don’t need to carry the bag on
your back.
Prices range from R70 to R100.
Available at a shop near you.
Everyone wants a HOLD-IT-ALL backpack –
so get yours before it’s too late!
92    
N E W
Circle the letter next to the correct answer. If you are O
not sure what the answers are, go back and read the
Let’s write advertisement again. R
D
Which of these is NOT mentioned
What product is being advertised?
in the advertisement? S
A cell phone A It has wheels.
B back pack B It has hidden pockets.
C lunch pack C It is made of a strong fabric.
D pens D It is colourful.
What does “get yours before it's too

Who is this advertisement aimed at?
late” mean?
A old people A They may sell out quickly.
B school children B They are very cheap.
C teenagers C Everyone should have one.

Note to teacher
D mothers D You need one before school starts. Let learners design
their poster on rough
Make a poster to sell something. Draw a picture of it and then write paper and then write
some short sentences about it and why people should buy it. the final version in
their books.
Let’s do
e r:
Teach
Sign:
Date:
    93
45 R a i n o r s h i n e
Gauteng Limpopo
9 20 °C
Let’s read North West 30 °C
19 °C
18 °C
21 °C
10 26 °C Mpumalanga
Northern Cape 9 21 °C 3
30 °C
17 °C
22 °C 21 °C KwaZulu-Natal
30 °C
15 6
3 19 °C
26 °C
Western Cape Free State

20 °C 39
31 °C
15 °C Eastern Cape
N 22 22 °C
Key for weather symbols

W E
Wind Partly cloudy
20 °C
S Temperature 31 °C Rain
Lightning and Sunny

thunderstorms
Cloudy Mist
Let’s talk Talk to your friend about the weather map.
 What does the chart say about the weather in your province?
 Is the weather really like that today?
 Talk about the weather in the other provinces.
 What clothes would the people in the Eastern Cape wear in
this kind of weather?
 Where is the weather the best? Where is it the worst?
94    
Now present your
Imagine that you are going to read the weather forecast weather report.
on TV using the map on the opposite page.
Let’s write Write down what you will say for each province.
Fill in the names of the provinces Describe the weather. First say what the temperature will be,
and then say whether it will be rainy, cloudy or sunny.
tal
Read the chart

showing the amount
of rainfall for a specific
Let’s read place over 12 months.
Now answer these questions.

Let’s write
Which month had the most rain?

Which was the driest month?
Which months make up the rainy season?
How much rain fell this year?
Which months had the same amount of rain? er:
Teach
Which month(s) had no rain? Sign:
When do you think is the best time for

Date:
farmers to start planting crops? Why?
    95
t h e w e a t h e r D A T E
a l l de p e n d s o n
46 It
Look at the weather chart again and then
answer the questions. Let’s write
What is the weather in your province?
Is the weather in your province suitable for indoor or outdoor activities? Say why.
List the provinces that are next to the sea.
There is a compass at the bottom of the weather map. Say why.
Discuss with your friends what the weather was like over the past week.
Let’s do Then draw the symbol for each day.
Recording of weather for the week.
Monday Tuesday Wednesday Thursday Friday
96    
Use one of these words and/because
Let’s write to join these sentences.
He did not come to school. He was sick.
We were happy. Our team was winning.
We did our homework. We played netball.
I ate a sandwich. I drank tea.
We ran home. It started to rain.
Some of us travelled by taxi. Some travelled by car.
Today we had a Maths exam. We had an English exam.
I was late for school. I missed the bus.
Peter could not play soccer. He lost his soccer boots.

er:
Teach
Sign:
Date:
    97
r e m e m b e r ?
47 C a n yo u
Let’s write When do we use a or an or the?
Definite article (the)

We use the when we are talking about a specific object or person.
Example: Please return the book that you borrowed from me.
Indefinite article (a/an)

We use a or an when we are not referring to a specific thing or person.
Example: I bought a cell phone yesterday.
Using a or an
We use a before a singular noun. But if it starts with a vowel
(a e i o u), we use an.
Decide whether we are referring to a specific object and then fill in the correct
article. Use either the a or an to complete these sentences.
____________________ Harry Potter book belongs to my brother.

I live in ____________________ only yellow house in Tambo street.
Do you have ____________________ pen for me?
I need ____________________ new bag.
____________________ little dog is sick.
I want ____________________ ice cream.
May I have ____________________ apple?
____________________ new boy was late for school.
Countable nouns do not have a definite article.
Use some or much to complete these sentences.
4 some, 5 much
1 some, 2 much, 3 some,
1. May I have ____________________ sugar?

2. How ____________________ oil do I need for this cake?
3. We bought ____________________ bread and milk at the shop.
4. May I have ____________________ fish, please?
5. I have not got ____________________ hope.
98    
Draw a line to join the picture to the word.
Let’s write All the words end in the silent-e.
cake rose
tube gale
race tune
snake rake
gate pine
bake lake
whale mice
Use these words to form sentences.

Let’s write
bit tube bite cube hat cub hate tub
er:
Teach
Sign:
Date:
    99
a b o u t t e n s e s
48 Mo r e
Use will or am going to form the future
tense and then complete the sentence.
Let’s write
Tomorrow I will play tennis.

In the July holidays I
This afternoon I
Tonight I
Next weekend I
Next year I
Tomorrow I
Next week I
During the December holidays
When I am older I
Now select one of the words to complete these sentences in the simple
present tense.
rise
1. The sun ___________________ in the east.
rises
run
2. The girl ___________________ in the 1000 m race.
runs
change
3. It looks like the moon ___________________ all the time.
changes
set
4. The sun ___________________ in the west.
sets
is
5. There ___________________ 30 days in September.
are
is
6. The temperature today ___________________ 30 degrees.
are
play
7. Ronaldo ___________________ better than Messi.
plays
1 rises, 2 runs, 3 changes, 4 sets, 5 are, 6 is, 7 plays.
Write the plurals for these words.

One witch One watch One bench
Two Two Two
100    
N E W
Try this synonym quiz! Use a dictionary to check your answers. O
1) A synonym for 2) A synonym for 3) A synonym for R
tired humid beautiful
D
A. exhausted A. weather A. handsome
S
B. slow B. cold B. attractive
C. relaxed C. wet C. plain
D. fast D. dry D. dowdy
Join them up!

and before then but
Fill in one of these words to join the sentences:
Bongani polished his shoes washed his socks.

I always brush my teeth I go to bed.
Remember, to get to Sammy’s you turn right.
house you turn left
Joey watered the flowers he forgot to water the tomato plants.
She washed the plates her brother dried them.
The children ate some porridge they went to school.
First you must go to the post office, you can go to the library.
They wanted to watch the soccer the match was cancelled.
Look at these collocations. Talk about what each one means.

Underline the verb in each one. ollocations
Let’s write are commo
Does it seem strange that we make tea but do our homework? nglish pha n
ses.
Make a cup of tea. Take a holiday.

Do your homework. Take a break.
Have a haircut. Take my place in the team.
Have a headache. Take a chance.
I like fish
and chips. I like curry
and rice.
e r:
Teach
Sign:
Date:
    101
I can
102
4
N E W
O
R
a n d f ic t ion
Fac t
D
S
T h eme 4 : Ani ma l ta l es T erm 2 : W eek s 5 – 8

54 The ugly duckling 114 60 Using adverbs 126
Weeks 5 - 6
Fills in adverbs to complete sentences.
Stories Reads a cartoon story.
Indicates whether sentences are
Identifies main characters.
commands or statements.
Fills in speech bubbles to show what
Completes sentences using shall or will.
49 Frog and Crow get the characters say.
wrong message 104 Uses adverbs of manner.
Discusses questions based on the story.
Prereading and prediction of story based Provides adjectives for given nouns.
on pictures. 55 The ugly duckling 116
Comprehension exercise based on text. 61 Butterflies flutter by 128
Plans to retell the story of the ugly
Retells the story in correct sequence. duckling.
Reads instructions to make something.
50 More about the crow and Uses the story planner to plan the
Focuses on the verbs.
the frog 106 beginning, middle and an end of
story. Answers questions based on the
Designs a role play based on the story. instructional text.
Writes the story on a template.
Sequences pictures in the correct order.
Writes sentences about each picture. 56 The verb to be 118 62 Write instructions 130
Uses adjectives to describe nouns.
Identifies the correct verbs to complete Uses so, too and very.
Definite and indefinite articles.
the sentence in each activity. Matches antonyms.
51 Writing a story 108 63 Getting it right 132
Weeks 7 - 8
Uses a mind map to plan a story.
Writes a story on a template. Procedural text Adverbs of time and manner.
Modals can and must.
52 Just checking 110 57 Let’s make faces 120 64 Writing your story 134
Revises definite and indefinite articles.
Reads a recipe carefully and then Plans a story. Writes a story on a given
Uses so, very or too. answers these questions. template.
Revises soft- and hard-Cs. Underlines the verbs at the start of each
Adverbs of time. instruction.
Countable and uncountable nouns.
58 My recipe for … 122
Antonyms.
Writes a recipe for a favourite dish.
53 What do insects look
like? 112 Indicates whether the sentences are
statements or commands.
Reads the poem naming the parts of an
insect. Writes commands.
Identifies words that rhyme. What happened
59 yesterday 124
Uses the words highlighted in the poem
to label a diagram. Reads a diary entry.
Writes rhyming couplets. Answers questions based on the diary e r:
Teach
using the past tense.
Writes sentences about what the Sign:
characters did. Uses the
past tense. Date:
Writes sentences about
what she or he did yesterday.
    103
o w g e t t h e
49
Fro g a n d C r w ro ng me s s age
Look at the pictures and try to predict what
the story is about.
Let’s read O ne sunny day, Mr Crow sat on a branch of the marula

tree watching the animals busily collecting their
food. Suddenly he saw a piece of paper blow past. Crow
swooped down and caught the scrap of paper and read it.
It said “DM - BW - 2".
“This must be a secret message,” Crow said to himself.
Frog was hopping by and overheard Crow. “A secret?” he
said. “I love secrets!”
Crow showed Frog the note.
“I wonder what it means?” asked Frog,
nervously.
“DM,” Crow muttered. “DM must
mean Don’t Move. Someone is
watching me! I'm sure they are tough. I must be in terrible
danger. What can I do?”
“I wonder what BW means?” Crow asked, flapping his wings.
“I’ve got it!” he screeched. “BW means Beware. I must not move
and I must beware. Poor me, what can I do?”
Before you read
“Wait a minute,” Frog cried. “The note is for me Look at the pictures and headings
too. It says 2. It means the note is for both of us.” about. Skim the page to see what you
will read about.
“We’re in terrible danger,” screeched Crow. “We’re in big trouble!”
While you read
“What can we do?” Frog croaked. “Oh, Compare your predictions with what
what can we do?” you read. If you don’t understand a
They fell to the ground, holding their aloud.
heads.
Just then Mrs Hen came down the
path carrying a shopping basket.
“What is the matter with the two
of you?” she asked. “Why are you
lying on the ground moaning?”
Then she saw the scrap of
paper and she took it.
104    
N E W
O
“Oh, you found my second shopping list. I’ve been looking for it R
everywhere”, said Mrs Hen.
D
“Your second shopping list?” Crow and Frog asked?
S
“Yes, it says number 2. DM means Dried Mealies. And BW means Bag of
Worms. There’s nothing tastier than dried mealies and worms.”
Crow and Frog looked at each other and they began to laugh. They fell
to the floor laughing at each other. Mrs Hen walked off with her basket.
“I wonder what’s so funny. I can’t wait to have mealies and worms for
supper. I can never eat enough worms,” she thought.
Adapted from Pennsylvania Department of Education:
Bureau of Assessment and Accountability 2009.
Circle the letter next to the correct answer. If you are not sure
what the answers are, go back and read the story again.
Let’s write
What is the main problem in the What caused the problem in the
story? story?
Frog and Crow try to keep a
A Crow is sitting in the tree. A
secret to themselves.
Frog and Crow did not
B Crow and Frog fell to the ground. B
understand the note.
Frog is trying to explain a
C C Frog and Crow fall on the floor.
message to his friends.
Crow and Frog think they are in
D D Mrs Hen goes to the shop.
u danger.
Why do Frog and Crow fall down

What does the word beware mean?
laughing at the end of the story?
They understand that the note
A make a noise A
was a harmless shopping list.
B be careful B They would like to eat worms.
C lie on the ground C They think the hen is funny.
D be quiet D They want to buy food.

e r:
Teach
Sign:
Tell your friend, in the correct sequence, what happened at the

Date:
beginning, in the middle and at the end of the story.
Let’s talk
    105
d
D A T E
h e c r o w a n
50
1 Mo re a b o u t t t h e f ro g
Make up a role play to show what happened in
the story about the crow and the frog. You need
Let’s role play three characters: a crow, a frog and Mrs Hen.
Number these pictures in the correct order. Let’s write
Now write 2 sentences about each picture.
106    
N E W
Look at the pictures and then fill in adjectives to describe these O
nouns. You can only use each adjective once so cross them out once
you have used them. R
D
scribbled small black brown big green
S
little silly green yellow
The (1) hen went shopping. The (2) frog and the
(3) crow found her (4) shopping list.
They sat under the (5) tree wondering what the letter meant.
Mother hen walked past with her (6) basket and (7) scarf.
She saw the two creatures trying to read her shopping list.
1 little; 2 silly green; 3 small black; 4 scribbled; 5 big green; 6 yellow 7 brown
Countable and uncountable nouns

Look at each picture and then fill in a, an or some.
apple pencil juice trees
An apple
bag rain dog ice cream
shoes sugar book oil
e r:
Teach
Sign:
Date:
    107
r i t i n g a s t o ry
51
1
W
Think of a topic and write it down in the middle of the
mind map. Then brainstorm with your friend to fill in Use a mind map to help you
information required in the mind map. to plan your writing. Write a
Let’s write When you have done this, write your story in rough. Ask the draft. Revise your text and
your friend to edit it and then write your story on the make the necessary corrections.
opposite page.
Wh
e
rs ha re the
a ra cte pp
ene stor
Ch d y
My story about
n ed ?
ap p e
a th Ho
W h sto w did
ry th
end e
?
108    
N E W
Title O
Let’s write
R
D
S
The beginning
The middle
What happened
next
The ending
e r:
Teach
Sign:
Date:
    109
52
J u s t c h e c k i n g
uncCoouunnttable and
Now fill in a, an or some.
able nou
Let’s write ns
I went shopping and I bought toothpaste, dress,
shoes and umbrella.
My mother bought hat, cheese and magazine.
Fill in a or an to complete these sentences.
I would like ________ ice cream.
He has ________ puppy.
I need ________ umbrella.
Do you have ________ ruler?
We are going to ________ party.
May I have ________ apple?
Adverbs
of degre
e
Fill in either, so , very or too .
1. She was happy.
2. She was happy that she laughed all the time.
3. She was tired to wash the dishes.
4. The little girl was good.
5. The farmer complained because it was
wet and there were many weeds.
1 very, 2 so, 3 too, 4 very, 5 too too/so
110    
N E W
O
Read the words and listen to R
the sounds. Then use 5 words D
Word work to write your own sentences in
your exercise book. S
circle race city cell

ell mice
circus place cents race ice
fence fancy centre rice juice
Fun
Fill in the correct adverbs in the spaces.
Let’s write
quickly slowly shortly neatly brightly

Mom called to say we should make sure we were ready because we were going .
It seemed as though the day went by because we were so excited.
We packed our clothes in our suitcases.
The sun shone in the bright blue sky the day we left to go on holiday.
Pumla and I ran home from school .
Write opposites for each of the bold words in the sentences.

Let’s write
It was a hot day and the bright sun shone in the sky.
My little brother was happy to go on holiday.
My suitcase was light but my brother’s was heavy.
r:
The slow taxi took a long time to get to Johannesburg. Teach
e
Sign:
Date:
    111
i k e?
D A T E
s l o o k l
53 W h at do i n se c t
Read the poem aloud to your friend.

Then underline the words that rhyme.
Let’s read
An insect has three body parts,
It needs to have all three.
A head, a thorax and an abdomen
Look closely and you’ll see.
The head has mouth parts well designed,

And compound eyes as well.
It uses two antennae
To feel and hear and smell.
The thorax is where legs are joined

Three pairs, six legs in all.
It also sometimes joins the wings
To help them fly or crawl.
The abdomen is the next body part,

It’s where it digests its feeds.
It is important for these wonder bugs
to digest the food it needs.
Let’s do Use the words that are in bold in the poem to label this insect.
112    
N E W
O
Find the words in the poem that R
Let’s write rhyme with these. D
S
three feeds well all
Write a poem. Write pairs of sentences ending in rhyming words.

Give your poem a title make the necessary corrections.
e r:
Teach
Sign:
Date:
    113
g l y d u c k l i n g
54
Th e u
Look at each of the pictures of the cartoon story. Talk about what is happening.
What do you think the title of the story means?
Let’s do Read the story. You will need to work out what some of the characters are
saying in the different pictures and then fill in the empty speech bubbles.
Look at the pictures and try to work out
Let’s do
1 what the story is about. Read the story.
I wish the last egg
would hatch. 2
Hello Mama.
I'm here.
Mother Duck lives with her family on a farm. Mother
Duck is sitting on seven eggs waiting for them to
hatch. Then, one by one all the eggs start cracking
Eventually the last egg cracks open. Out jumps the
open. All except one very big, speckled egg.
last baby duck. It is a very ugly duckling.
3 Ha ha ha. Look at
that funny creature.
4
Mother Duck takes all her baby ducks to the farm, to swim
in the pond. The animals are mean to the ugly duckling.
They laugh at him and make rude comments about him.
One night the ugly duckling decides to run away.
114    
N E W
O
R
D
5 6
S
Ooh! they are

all so beautiful.
He goes to the river. He sees many beautiful And then comes the spring. The sun shines again
swans. Their feathers are so smooth. They have and the trees are fresh and green. One morning the
such long, slender necks. Their wings are so pretty. ugly duckling sees the beautiful swans again.
7 8
Wow! Is that me?

I look like a swan.
While he is crying he looks down between his tears.
The ugly duckling is very sad. He begins to cry. He He sees his reflection. He is a beautiful swan! And
is all alone. He wishes he could look like a swan. the swans call him to come and swim with them.
e r:
Teach
Who are the main characters in the story?
Sign:
Which characters are nasty?
What is the main message of this story?
Date:
Let’s talk
    115
g l y d u c k l i n g
55
Th e u
Plan to write the story of the Ugly Duckling.
Fill in the mind map below. Give your story a beginning, a middle and an end.
Let’s write
Beginning Middle
Start by saying what Say what happened in
happened in the beginning. the middle of the story.
The Ugly
Duckling
Next End
Say what happened next. How did the story end?
116    
N E W
Use a mind map to help you O
Let’s write
Now write the story neatly. R
make the necessary corrections. D
S
e r:
Teach
Sign:
Date:
    117
56
T h e v e r b t o b e
1
Circle the form of the verb that
best completes each sentence.
We heard the phone ring while we (was, were) eating.
We (was, were) finally able to complete our work.
They (was, were) having fun on the beach.
We (was, were) proud of ourselves for winning the match.
I (was, were) scared in the movie last night.
She (was, were) late because of the traffic jam.
2
Use each of the following verbs once to
is complete each sentence. scratched
The children _______________ to the library after school.
barked Our class _______________ in the school garden.

help
We _______________ our teacher after school.
The dog _______________ all night.

carry My cat _______________ my arm. works
We _______________ to go to town.
He helped his mother _______________ her groceries.

decided Chocolate ice cream _______________ better than strawberry ice cream.
went
118    
N E W
3 O
Circle the form of the verb that best R
completes each sentence
D
It (is, are, am) essential that we leave now or we will miss the bus.
S
My calendar shows that I (is, are, am) busy on Thursday morning.
There (is, are) ants everywhere.
Johannesburg (is, are) in Gauteng.
Where (is, are, am) your homework?
You (is, are, am) my best friend.
When (is, are, am) your birthday?
Who (is, are, am) knocking at the door?
3
Fill in the verb that best completes each sentence.
About 6 o’clock, we will (leave, left) for the show.
If you have ever (meet, met) my teacher, then you know how kind she is.
Peter (draw, drew) a very good portrait of Nelson Mandela.
Please (take, took) a pamphlet.
Jabu (find, found) his wallet in the classroom.
He (run, ran) in the Comrades Marathon last year.
e r:
He (won, win) a bronze medal. Teach
Sign:
We (travel, travelled) back home by bus. Date:
    119
57 et ef e
PARTY FACES Let’s talk
lin e the verbs

Unde r ch
th e s tart of ea
at ion.
instruct
Ingredients Method
Put icing sugar in a bowl and
12 marie biscuits add 2 tablespoons of water.
1 cup icing sugar Mix until smooth.
-41 teaspoon of Divide the icing into 2 bowls.
pink food colouring Add different colouring to each bowl.
-41 teaspoon of Spread biscuits on a tray.
blue food colouring Cover them with the icing using a blunt knife.
smarties Decorate the biscuits to look like faces using
the smarties, jelly tots and the shoelaces.
jelly tots
Leave to set.
liquorice shoelaces
120    
N E W
O
Read the recipe carefully and then answer these questions. R
Let’s write
D
How much icing sugar will you need? S
How much water will you need?
How much colouring will you need?
How many marie biscuits will you need?
Why should you place the biscuits on a tray?
Why do you need to divide the colouring into two bowls?
What do you do after you have spread the icing on the biscuits?
What utensils will you need to make the Face Biscuits?
e r:
Teach
Sign:
Date:
    121
e c i p e f o r . . .
58
My r
Now write your own recipe
Let’s do for your favourite dish.
Recipe for
Ingredients
Method
The utensils that are needed
Write the recipe in rough before you

write it neatly in your book.
122    
N E W
O
Commands
R
Let’s write Read each question carefully and decide if it is a
statement or a command. Tick the correct column. D
S
Statement Command
Go home now!
Stop! The robot is red!
You must not talk during an exam!
The match starts at 3 pm.
I love chocolate cake.
He lost his school bag.
You shall do your homework now!
Your dog is very naughty. Make up commands to teach him some manners.
Write the commands in the bones. Don’t forget to use exclamation marks.
e r:
Teach
Sign:
Date:
    123
n e d y e s t e r d a y
59
Wh at h a pp e
Read Mandu and Peter's diaries for yesterday.
Let’s read
Time Mandu Peter
06:00 Wake up, dress, have breakfast Wake up, dress, have breakfast
07:00 Leave for school Leave for school
08:00 School assembly Mathematics
09:00 Life skills English
10:00 Break Break
11:00 Life skills
Maths
12:00 Zulu
13:00 School lunch
English
14:00 Travel to netball match
15:00 Soccer practice
Netball match
16:00 Bus home
17:00 Bus home
Homework
18:00 Supper
19:00 Supper
Homework
20:00 Study for test
21:00 Go to bed Go to bed
Let’s write Look at Peter and Mandu’s diaries. Answer these questions using the past tense.
What did Mandu do while Peter did maths?

Mandu
What time did Peter eat his supper?
What time did Mandu have supper?
Who did more school work, Peter or Mandu?
124    
Let’s write
Write 4 sentences about what Peter did yesterday.
Write 4 sentences about what Mandu did yesterday.
Write 4 sentences about what you did yesterday.
er:
Teach
Sign:
Date:
    125
60
U s i n g a d v e r b s We use
ad
how so verbs to desc
m rib
Many a ething is done e
dverbs .
end in –
Fill in these adverbs into the sentences. ly.
Let’s do
loudly
1. I did my homework because I wanted to watch TV.

2. The old lady walked across the street.
3. Mary wrote in her workbook. slowly
4. The choir sang at our school assembly. hurriedly
5. Todd was late so he ran to get there before the bell rang.
6. I looked to find the key that I lost. quickly
neatly
carefully
1 quickly 2 slowly 3 neatly 4 loudly 5 hurriedly 6 carefully
L king at shall and will
Shall is often used after the word I and we to In the command form we use I will or we will.
speak about something in the future. I will leave now!
We shall go for swimming lessons.
Will is used after he, she, it, we, you and they. In the command form we use shall.
They will sing in the choir. You shall do your homework!
Decide if these sentences are commands or statements. Indicate this in the last column then fill in
shall or will.
will
1. I ________________ go to movies before I do my homework! statement
2. I ________________ go swimming tomorrow.
3. I ________________ eat sweets if I like!
4. I ________________ turn eleven next Friday.
5. We ______________ begin to work on the project tomorrow.
6. We ________________ win the match tomorrow!
7. We ________________ invite them to the party.
8. We ________________ attend Mandu’s birthday.
1 shall, 2 shall, 3 will, 4 shall, 5 will, 6 shall, 7 will, 8 will.
126    
N E W
Think of adverbs (that O
describe how we do
Let’s write things) and adjectives (that R
describe nouns) to make s of D
th e name
these sentences more s are s.
Noun or thing the S
What? interesting. We have done pe o p l e
ll u s what .
te ike
the first one for you. d j e c tives ings are l
A th tions
le or at ac
p e op s w h
When? tell u
Verbs ppening. ings
are h
a
u s h ow th
ll
rbs te
Adve ne.
How? are d
o
Where?
The boy ran. The girl played.
When? Yesterday When?
How? Very fast What?
Where? Around the school track. Where?
Yesterday the boy ran very fast around the track.
She rode. They played soccer.
When? When?
How? How? r:
e
Teach
Where? Where? Sign:
Date:
    127
61 t te r e t te r
What you need
Make your own butterfly mobile. Notice how
• bow-tie pasta
each instruction starts with a verb.
• coloured marking pens
• twist ties from packets
Let’s do of sliced bread or sandwich
bags
• cardboard
• string
• glue
1. Decorate se en pieces • tape
of bow-tie pasta using • scissors
the coloured markers.
2. Bend each twist tie around a pasta bow 3. Cut out two identical butter y shapes
tie. Then twist the ends together to make from the cardboard.
antennae.
4. Glue two pieces of string to form 5. Decorate both butterflies.

antennae on the head of one of the
cardboard butterflies.
6. Stick the ends of a piece of string to the . Cut pieces of string of arious lengths. Tie
wings of one cardboard butter y. one end of each piece of string around
the base of the antennae of a di erent
pasta butter y. Tie the other end to a
128     hanger.
N E W
O
Circle the letter next to the correct answer.
If you are not sure what the answers are, go R
Let’s write
back and read the instructions again. D
Why did the person who wrote the S
What kind of text is the passage on
instructions choose bow-tie pasta for
how to make a butterfly mobile?
making the mobile?
A A recipe A The pasta can easily be cut.
The pasta can easily be glued

B Instructional text B
together.
The pasta has the shape of a
C A dialogue C
butterfly.
The pasta is colourful like a
D A story D
butterfly.
The writer tells us to “Glue the backs of

Based on what you know about the two cardboard butterflies together to
insects, what are antennae used for? cover the ends of the string and the tape.”
What does the word “cover” mean here?
A To hold food A To hide
B To feel, hear and smell B To keep warm
C To fly C To tighten
D To digest food D To spread over
What do you need to do after you have twisted the ties to make antennae?
e r:
Teach
Sign:
Date:
    129
i n s t r u c t i o n s
62
Wr i t e
Number the pictures in the correct
sequence for making a sandwich.
Let’s do
Now write up the recipe indicating

Let’s write what ingredients you will need.
Making a peanut butter and banana sandwich

Ingredients
Use the pictures you numbered to write the method in the correct sequence.
Method
130    
N E W
We often confuse so, very and too. O
She was very happy because she won. R
D
She was so happy she jumped for joy.
S
She was too happy to eat.
Fill in one of the following words to complete these sentences.
so too very
1. It was so hot I could not sleep.
2. She was a successful athlete.
3. I was worried about my exams.
4. The weather is dry for the plants to grow.
5. There are many insects in the garden.
6. The garden was big.
7. The garden was big we could not finish our work.
8. The garden was big for us to manage.
1 so, 2 very, 3 very, 4 too, 5 too, 6 very, 7 so, 8 too.
Find the antonyms and write the pairs in the spaces.

careful cold dry early fast finish gorgeous hot
late plain reckless relax slow start work humid
cold
hot
er:
Teach
Sign:
Date:
    131
t t i n g i t r i g h t
63
G e
Decide whether the underlined adverb tells us how or when an action
happens. Then write how or when next to the sentence.
Let’s write Lastly, circle the verb that the adverb describes.
Angela quickly ate her popcorn. When
Thandi and Busi often read books about animals.
Nomsa proudly told us how she won the race.
We usually go to the beautiful farm by train.
Angela and her friends sang happily at the enjoyable
concert.
The train went slowly round the bends.
Look at these modal verbs.
Let’s read can must should have to may will

What do these modals tell us?
We use can to show ability.
We use may to ask for permission.
We use must, have to and should to show necessity.
We use will to show intention.
Use either must or can to complete these sentences.

Let’s write
It’s very late. You go to sleep now.
The train stop in Worcester to let passengers off.
The train is running ten minutes late. There be something wrong.
we go to Cape Town by train? It sounds very exciting.
You get up early. We are catching the train to Cape Town.
132    
N E W
O
Find and underline the modals in these sentences.
We have done the first one for you. R
Let’s write
D
I may go on holiday. S
The bus will leave the school at 09:00.
You can come with us.
You must do your homework every day.
I will play soccer tomorrow.
You must not smoke.
I can’t play today. I must learn for my test.
I may visit my friend on Saturday.
He can play soccer very well.
I must go to the dentist because I have toothache.
Now complete these sentences.
You must not
I will
You should
I must
e r:
Teach
I can
Sign:
May I Date:
    133
Term 2 – Week 7–8 D A T E
n g y o u r s t o r y
64
Wr i t i
Talk to your friend about a story that you I can
will write. Your story could be about you, read a story and answer questions about it
or about someone you know, or even
design a role play based on the story
about a fictitious person.
sequence pictures in the correct order
Let’s talk
Now fill in your ideas use adjectives to describe nouns
in the story planner. use “a” and “the” correctly
Let’s write
My story planner use a mind map to plan a story
write a story on a template
The characters and the setting
use “so”, “very” or “too” correctly
Who plays a part in your story?
identify the soft- and hard-c
use adverbs of time
identify countable and uncountable nouns
Where does the story take place? match antonyms
When does the story happen? read a poem

identify words that rhyme
write rhyming pairs of sentences
read a cartoon story
identify main characters and plot
The beginning fill in speech bubbles to complete a story
What happens at the start of the story? retell a story
plan a story with a beginning, middle and end
write a story
use the verb to be
use verbs to complete sentences
The middle
read a recipe and then answer questions based on it
What happens in the middle of the story?
identify verbs in instructions
write a recipe
identify statements and commands
write commands
The end write a diary entry
How does the story end? write sentences in the past tense
fill in adverbs to complete sentences
complete sentences using shall or will
using adverbs of time and manner
Make your own book. Cut out the next page of this provide adjectives for nouns
book. Cut on the dotted lines. read instructions to make something

Fold the page on the lines. Write the title of the answer questions based on instructional text
book on the cover. Put your name under the title, write instructions
because you are the story writer. Draw a picture on use “so’,’ “too” and “very”
the cover. Now write your story into the book.
match antonyms
134     use modals “can” and “must”
BACK COVER COVER
Draw picture here.
N E W
O
R

D
S
ABOUT THE WRITER

Write your name
Your age
Step 3: Staple on this side

Where you live
8 1
5 4
e r:
Teach
Sign:
Date:

6 3
7 2
D A T E Draw picture here. Draw picture here.
My dic t io n a r y
A
a
B
b
C
c
D Teach
er:
d Sign:
Date:
    137
d i c t i o n a r y
My
E
e
F
f
G
g
H
h
138    
My dic t io n a r y
I
i
J
j
K
k
L er:
l
Teach
Sign:
Date:
    139
d i c t i o n a r y
My
M
m
N
n
O
o
P
p
140    
My dic t io n a r y
Q
q
R
r
S
s
T Teach
er:
t Sign:
Date:
    141
d i c t i o n a r y
My
U Y
u y
Z
V z
v
W
w
X
x
142    
glue here glue here glue here
Make a
lettergram:
Cut out on the solid
lines and fold on
the dotted lines to
make an envelope.
Write your letter
on the inside. Fold
paste and post.
ENG FAL G4 B1 9781431501984 CUTOUTS.indd 1 2014/04/24 8:21 AM

From:
Place
postage
stamp
here.
glue her
e
glue her
e
To:
glue her
e
glue her
e

Bookmark
Cut out the bookmark. Write down
the titles of the books you read.
Cut-out markers for When you find words you do not
know, write them on the back.
the game on page 30.
Book 7:
Book 6:
Book 5:
Book 4:
Book 3:
Book 2:
Book 1:
Boo
k lis
t:


Gr4 FAL - English - B1

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Gr4 FAL - English - B1

Uploaded by

Copyright:

Available Formats

ENGLISH First Additional Language – Grade 4 Book 1

Let us all unite and celebrate together

O Sons and Daughters of Africa

 To uphold the bonds that frame our destiny

 O Sons and Daughters of Africa

O Sons and Daughters of Africa

F I R S T A D D I T I O N A L L A N G U A G E - EN G L I S H • Mathematics Grades 1-3 (In all official languages)

Oliver Tambo was a thoughtful, wise and warm-hearted

This book belongs to:

Theme 1: The things we do Term 1: weeks 1 – 4

Before you read

What did she have that was special?

They encouraged her to

That she would never give

That she needed shoes to

Number the sentences from 1 to 5 to show the order in which

Mrs Masondo gave Mandu running shoes.

Mandu did not have enough money to buy running shoes.

Mandu wished she had running shoes.

Mandu went to town to buy running shoes.

Mandu won the race.

Find words in the first paragraph that mean er:

Let’s talk Spine of the book

Tells us who published

Imagine you are Mandu. Write a diary entry

Dear Diary Date

3 How I felt when I succeeded

Prrraacttiiicce makes perffeect

Countable nouns Uncountable nouns

He rides his bike.

I see the broken glass.

She takes his bike.

She looks at the flat tyre.

We cross the river.

Rewrite these sentences starting with a capital letter and ending

mandu visited her cousin in durban in july

peter played soccer against Chiefs last saturday

on the last saturday in february we went to the zoo in pretoria

Beginning of the story

How did the fire start?

Now number the sentences from 1 to 5 to show the

Mapula carried Thami out of the room.

The whole room started to burn.

Thami found the paraffin stove and lit the stove.

The fire brigade put the fire out.

Look at your numbered list and write the sentences

The fire at Mapula's house

Use your mind map to write a description

Where was the fire

When was the fire

Read the words and listen to the sounds.

belt bright that they who

melt right there this why

felt fright then the where

Imagine you are Mapula. Write a diary entry summarising

Dear diary Date: __________

Use the correct form of the verb to complete these sentences.

walk run crawl stroll

small tiny little large

favourite best unlucky preferred Date:

big large enormous soft

eggs bananas sugar salt

bags tables oil milk

__________ book giraffe _ tortoise ___________ flower

__________ car cake _ dog _____ building

_________ match weight _ jersey _________ coffee